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Building on Schoenfeld’s Studies of Metacognitive Control Towards Social Metacognitive Control

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Proficiency and Beliefs in Learning and Teaching Mathematics

Part of the book series: Mathematics Teaching and Learning ((MTAL))

Abstract

When students work on mathematics problems, they select strategies, adapt them in response to feedback, allot time and make many other decisions to optimize their performance (Schoenfeld, 1985). These metacognitive control decisions involve strategic planning, self-monitoring and intentionally adapting problem solving paths to achieve a specific goal (Schoenfeld, 1985).

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Author information

Authors and Affiliations

  1. University at Buffalo – State University of New York, USA

    Ming Ming Chiu

  2. University at Buffalo – State University of New York, USA

    Karrie A. Jones

  3. University at Buffalo – State University of New York, USA

    Jennifer L. Jones

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  1. Ming Ming Chiu
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  2. Karrie A. Jones
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  3. Jennifer L. Jones
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Editor information

Editors and Affiliations

  1. Texas A&M University, USA

    Yeping Li

  2. University of California, Santa Cruz, USA

    Judit N. Moschkovich

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Chiu, M.M., Jones, K.A., Jones, J.L. (2013). Building on Schoenfeld’s Studies of Metacognitive Control Towards Social Metacognitive Control. In: Li, Y., Moschkovich, J.N. (eds) Proficiency and Beliefs in Learning and Teaching Mathematics. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-299-0_6

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