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 language | English |
|---|---|
| Title of host publication | In search of excellence in mathematics education: Proceedings: The 5th East Asia Regional conference on mathematics education (EARCOME 5) |
| Editors | Yoshinori SHIMIZU, Yasuhiro SEKIGUCHI , Keiko HINO |
| Place of Publication | Toyko |
| Publisher | Japan Society of Mathematical Education |
| Pages | 440-447 |
| Volume | 2 |
| ISBN (Print) | 9784901291248 |
| Publication status | Published - 2010 |
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