期刊名称：International Journal for Mathematics Teaching and Learning
电子版ISSN：1473-0111
出版年度：2000
出版社：Centre for Innovation in Mathematics Teaching
摘要：This paper describes a study that investigated the metacognitive self-monitoring strategies used bysenior secondary school students while working individually on a mathematics problem. Afterattempting the problem the students completed a questionnaire that asked them to report retrospectivelyon the metacognitive strategies they had used. Examination of the students' written work andquestionnaire responses revealed some instances of successful self-monitoring, but also occasions whenmonitoring was either inadequate or appeared to be lacking altogether. Identifying the characteristictypes of metacognitive failures for each kind of solution strategy highlighted the distinction between twokey elements of effective monitoring: being able to recognise errors and other obstacles to progress, andbeing able to correct or overcome them
