Relations between metacognitive knowledge and performance in counting principles

Authors

DOI:

https://doi.org/10.5902/1984644435294

Keywords:

Metacognitive knowledge. Counting principles. Initial mathematics

Abstract

The objective of this article is to investigate the metacognitive knowledge of students in the first year of elementary school, related to the intervention sessions in which they participated, and to verify if this knowledge would correspond to their achievement in a counting principles evaluation task. In order to do that, initially studies are discussed, aiming to evidence the concept of metacognition and its relation to mathematics. This study counted with 60 students of the first year of elementary school, from 3 public schools, located in Porto Alegre. The investigation of metacognitive knowledge occurred through three questions made by the experimenter after the finalization of an intervention in counting principles. The children’s answers were categorized and related to their achievement in the counting principles evaluation task. The results reveal that most of the students demonstrated good metacognitive knowledge, showing correspondence between their answers and the achievement in the evaluation task.

Author Biographies

Évelin Fulginiti de Assis, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul

Doutoranda na Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brasil.

Luciana Vellinho Corso, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul

Professora na Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brasil.

References

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Published

2020-05-15

How to Cite

Assis, Évelin F. de, & Corso, L. V. (2020). Relations between metacognitive knowledge and performance in counting principles. Education, 45(1), e52/ 1–27. https://doi.org/10.5902/1984644435294

Issue

Educação, v. 45, 2020 – Jan./Dez. – Publicação contínua

Section

Continuous Demand

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