Enhancing Mathematical Understanding Through Self-assessment and Self-Regulation of Learning: The Value of Meta-Awareness

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Caswell, Rosemaree
Nisbet, Steven
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2005
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RMIT, Melbourne

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This paper focuses on primary-school students' meta-awareness of their mathematical thinking and communicating of both affective and cognitive factors that enhance their learning. Meta-awareness is emphasised through engaging students in communication about their mathematical reasoning and in reflection on their levels of knowing and confidence to work mathematically. This engages students in a self-assessment and self-regulation of their own learning and valuing of the complexity of linking different mathematical concepts and different knowledge disciplines when working with mathematical contexts. The self awareness of one's learning is identified as a hidden or subliminal factor that can enhance learning and empower students to engage effectively and confidently when working mathematically.

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Building Connections: Research, Theory and Practice

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© MERGA 2005. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors..

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