Learning to Think Mathematically: (Record no. 167586)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02257nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241008131323.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241008b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 00220574 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MSU |
| Language of cataloging | English |
| Transcribing agency | MSU |
| Description conventions | rda |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB5 JOU |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Schoenfeld, Alan H. |
| Relator term | author |
| 245 10 - TITLE STATEMENT | |
| Title | Learning to Think Mathematically: |
| Remainder of title | problem solving, metacognition, and sense making in mathematics (Reprint) |
| Statement of responsibility, etc. | created by Alan H. Schoenfeld |
| 264 1# - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Boston: |
| Name of producer, publisher, distributor, manufacturer | BUSE, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2016 |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| Content type term | text |
| Content type code | txt |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media type term | unmediated |
| Media type code | n |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| Carrier type term | volume |
| Carrier type code | nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal of Education |
| Volume/sequential designation | Volume 196, number 2 |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and initial data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit’s grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning to think mathematically |
| Form subdivision | Problem solving |
| General subdivision | Sense making in mathematics |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1177/002205741619600202 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Journal Article |
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