Scaffolding and metacognition

International Journal of Mathematical Education in Science and Technology

Volumn 37, Issue 2, 2006, Pages 127-143

  Holton, Derek ^a,b   Clarke, David ^a,b  

^a UNIVERSITY OF OTAGO   (New Zealand)

^b UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33244481268     PISSN: 0020739X     EISSN: 14645211     Source Type: Journal    
DOI: 10.1080/00207390500285818     Document Type: Article

References (14)

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3. Clarke, D.J. (Ed.), 2001, Perspectives on Practice and Meaning in Mathematics and Science Classrooms (Dordrecht: Kluwer Academic Publishers).
4. Cobb, P., 1994, Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
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7. Wood, D., Bruner, J. and Ross, G., 1976, The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
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9. Bruner, J., 1985, Vygotsky: a historical and conceptual perspective, In: Wertsch (Ed.) Culture, Communication and Cognition: Vygotskian Perspectives (Cambridge: Cambridge University Press), pp. 21-34.
10. Schoenfeld, A.H., 1992, Learning to think mathematically: problem solving, metacognition, and sense making in mathematics, In: D.A. Grouws (Ed.) Handbook of Research on Mathematics Teaching and Learning (New York: Macmillan Publishing Company), pp. 334-370.
11. Holton, D., Anderson, J. and Thomas, B., 1997, OPEN Plan for Teaching Mathematical Problem Solving. Report No. 587, Ministry of Education, Wellington, New Zealand.
12. Póya, G., 1973, How To Solve It (Princeton, NJ: Princeton University Press) (Originally published in 1945).
13. Clarke, D.J. and Lobato, J., 2002, To tell or not to tell: a reformulation of telling and the development of an initiating/eliciting model of teaching, In C. Malcolm and C. Lubisi (Eds), Proceedings of the Tenth Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, Section II (Durban: University of Natal), pp. 15-22.
14. Wilson, J. and Clarke, D., 2002, Modeling mathematical metacognition. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.