Individual differences in metacognitive knowledge expressions relate to children's mathematical competence and verbalization style¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Dennis, the higher-competence child, made no statements about weakness in his own performance, while Michael, the lower-competence child, made such statements in most activities. → Ebru Aydın 2022 q2 i? Michael frequently displayed thinking-aloud behaviors while Dennis was more hesitant to express his own cognitive processes, suggesting differences in internalization of private speech. → Ebru Aydın 2022 (2)

Evidence¶

Ebru Aydın 2022¶

Ebru Aydın, Çağlayan Dinçer. (2022). “I did it wrong, but i know it”: Young children’s metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity 45 (2022) 101104. https://doi.org/10.1016/j.tsc.2022.101104

q2 · i? · qualitative · r3

Cross-case comparison across the 16 activities: Dennis never stated weaknesses in his own performance, while Michael did so in most activities. The authors link this to Michael's teacher-observed lack of mathematical competence.

"Unlike Dennis, Michael made statements about weaknesses in his own performance in most of the activities. Before the implementations, it was observed by the class teacher that Michael lacked mathematical competence. This may indicate that Michael has awareness of his own performance."

Ebru Aydın 2022 (2)¶

Ebru Aydın, Çağlayan Dinçer. (2022). “I did it wrong, but i know it”: Young children’s metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity 45 (2022) 101104. https://doi.org/10.1016/j.tsc.2022.101104

q2 · i? · qualitative · r3

Observation across activities: Michael frequently thought aloud while Dennis was more hesitant to express his own cognitive processes. The authors relate this to private speech becoming gradually internalized with maturation.

"It should also be noted that Michael frequently displayed thinking-aloud behaviors during the activities. Although we investigated behavioral expressions in depth, especially through video recordings, it is obvious that verbal indicators are clearer and more interpretable."

Discussion¶

Related Claims¶

• Children express metacognitive knowledge of self by identifying their own mistakes and weaknesses in academic working skills during measurement activities — related
• Young children with limited vocabulary express metacognitive knowledge through behavioral and nonverbal expressions as well as verbalizations — related
• Children demonstrate knowledge of others' cognitive processes by assessing peers' comprehension and identifying others' cognitive inadequacies during group work — related
• Five-year-old children reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies during peer interactions in mathematical measurement activities — related
• Peer interactions supported both children's metacognitive tasks and strategies, with children organizing performance using others' directions and evaluating others' performance — related
• Children's statements about universal properties of cognition emerged only in weight and volume measurement activities, not in length or area activities — related