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Cognition, metacognition and mathematics literacy

Cognition, metacognition and mathematics literacy
Cognition, metacognition and mathematics literacy
[Book description}

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries.


Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research.
1873-1058
261-278
Springer
Mevarech, Zemira
1affb075-e537-491c-88e3-01adeb32fe7f
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Dori, Yehudit Judy
Mevarech, Zemira R
Baker, Dale R.
Mevarech, Zemira
1affb075-e537-491c-88e3-01adeb32fe7f
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Dori, Yehudit Judy
Mevarech, Zemira R
Baker, Dale R.

Mevarech, Zemira and Fan, Lianghuo (2017) Cognition, metacognition and mathematics literacy. In, Dori, Yehudit Judy, Mevarech, Zemira R and Baker, Dale R. (eds.) Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment. (Innovations in Science Education and Technology) New York, US. Springer, pp. 261-278.

Record type: Book Section

Abstract

[Book description}

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries.


Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research.

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More information

Accepted/In Press date: 2016
Published date: 28 December 2017
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 385113
URI: http://eprints.soton.ac.uk/id/eprint/385113
ISSN: 1873-1058
PURE UUID: 84f8872b-8eb9-477a-9a30-b482f267c834

Catalogue record

Date deposited: 21 Jan 2016 12:15
Last modified: 09 Nov 2021 03:44

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Contributors

Author: Zemira Mevarech
Author: Lianghuo Fan
Editor: Yehudit Judy Dori
Editor: Zemira R Mevarech
Editor: Dale R. Baker

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