期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2013
卷号：3
期号：4
页码：25-39
出版社：University of Ljubljana
摘要：It is well known that the regulation of processes is an important factor in problemsolving from Grade 7 to university level (cf. Mevarech & Kramarski, 1997;Schoenfeld, 1985). We do not, however, know much about the problem-solvingcompetencies of younger children (cf. Heinze, 2007, p. 15). Do the resultsof studies also hold true for students below Grade 7? The study presented herestrongly suggests that metacognition and process regulation is important inGrade 5 as well.The research questions are: How do the (more or less successful) problem-solvingprocesses of fifth graders occur? What is the impact of metacognition and selfregulationon these processes? Are the transitions between phases in the problemsolvingprocess closely connected to metacognitive activities?An analysis of approximately 100 problem-solving processes of fifth graders(aged 10–12) from German secondary schools will be used to help answer thesequestions. The videotapes that supplied the raw data were parsed into phasescalled episodes using an adapted version of the “protocol analysis framework”by Schoenfeld (1985, ch. 9). The junctures between these episodes were additionallycoded with the “system for categorizing metacognitive activities” byCohors-Fresenborg and Kaune (2007a). There is a strong correlation between(missing) process regulation and success (or failure) in the problem-solvingattempts.Concluding suggestions are given for the implementation of the results inschool teaching. These suggestions are currently being tested.
关键词：Control; Mathematical problem solving; Metacognition;Process regulation
