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Título:
Four- and six- year-old children?s deployment of metacognition in multimodal number tasks
Autor/es:
VENTURA, A. C. ; SANTAMARÍA, F.; SCHEUER, N.
Lugar:
Zurich
Reunión:
Conferencia; 8th International Biennial Conference of EARLI SIG 16 Metacognition; 2018
Institución organizadora:
Special Interest Group on Metacognition of European Association for Research on Learning and Instruction (EARLI)
Resumen:
Previousstudies indicate that numerical metacognition may emerge beforenumber conventions and principles are fully mastered. Here we intendto contribute to this line of research, with the following aims: 1.To capture the arc of metacognitive processes deployed by children inearly educational stages as they solve number tasks. 2. To analysethe influence of task features, numerical accuracy of children?sproposed solutions, and children?s educational level. Fortychildren attending K4 and Y1 were individually interviewed, based ona semi-structured script of open questions. Tasks required childrento represent number forms, definite quantities and indefinitequantities of different magnitudes in various semiotic modes, inrelation to a variety of referents and of cognitive-communicationaldemands. A repertoire of number-related metacognitive processes wasconstructed. Its main dimensions are Communication and Regulation.Results suggest that children?s deployment of metacognition may bebetter understood in terms of fluid and situated sense-making than interms of linear developmental trends, magnitude or modal constraints.Counting with a fine-grained repertoire of numerical metacognitiveprocesses that integrates dimensions pertaining to communication andregulation might be a useful tool for researchers and teachers tocapture children?s developing metacognitive processes in thedynamics of situated numerical thinking. p { margin-bottom: 0.1in; direction: ltr; line-height: 115%; text-align: left; orphans: 2; widows: 2; background: transparent }a:link { color: #0563c1; text-decoration: underline }