Is attribution a component of metacognition in mathematics? A validation study

Chi Keung Eddie LEUNG, Jinfa CAI, Wai Shan Peggy TONG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This paper reports on some initial findings from a research and development project that aimed at enhancing students’ metacognition skills in mathematics. Is “attribution” really a component of metacognition? This is a debated question in the field. Based on the initial findings from a research and development project that aimed at enhancing students’ metacognition skills in mathematics, this paper particularly addresses if “attribution” can be considered as a component of metacognition. It is found that “attribution” is unlikely to be a component of metacognition. Student’s mathematics achievement is not related to individual’s attribution type but highly correlated to “metacognition”. Copyright © 2010 LEUNG Chi Keung, Eddie, CAI Jinfa, & TONG Wai Shan Peggy.
Original languageEnglish
Title of host publicationIn search of excellence in mathematics education: Proceedings: The 5th East Asia Regional conference on mathematics education (EARCOME 5)
EditorsYoshinori SHIMIZU, Yasuhiro SEKIGUCHI , Keiko HINO
Place of PublicationToyko
PublisherJapan Society of Mathematical Education
Pages440-447
Volume2
ISBN (Print)9784901291248
Publication statusPublished - 2010

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Citation

Leung, C. K. E., Cai, J., & Tong, W. S. P. (2010). Is attribution a component of metacognition in mathematics? A validation study. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.), In search of excellence in mathematics education: Proceedings: The 5th East Asia Regional conference on mathematics education (EARCOME 5) (Vol. 2, pp. 440-447). Toyko: Japan Society of Mathematical Education.

Keywords

  • Metacognition
  • Attribution
  • Teacher rating
  • Mathematics achievement