Metacognition in basic skills instruction

摘要: Metacognition is increasingly recognized as important to learning. This chapter describes self-regulatory processes that promote achievement in the basic skills of reading and mathematical problem solving. Self-regulatory behaviors include clarifying one’s purpose, understanding meanings, drawing inferences, looking for relationships, reformulating text own terms. mathematics goals, concepts, applying knowledge reach monitoring progress toward a solution. The then author’s experiences integrating metacognition with instruction highlights students’ reactions learning think metacognitively.