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Metacognition, Cognitive Monitoring, and Mathematical Performance
Joe Garofalo and Frank K. Lester, Jr.
Journal for Research in Mathematics Education
Vol. 16, No. 3 (May, 1985), pp. 163-176
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/748391
Page Count: 14
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Recent research on cognitive development, memory, and reading indicates that much attention is being given to metacognition. There is also growing support for the view that purely cognitive analyses of mathematical performance are inadequate because they overlook metacognitive actions. This paper is intended as an introduction to metacognition and the role it plays in mathematical performance.
Journal for Research in Mathematics Education © 1985 National Council of Teachers of Mathematics