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dc.contributor.author
Ventura, Ana Clara
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dc.contributor.author
Santamaria, Flavia
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dc.contributor.author
Scheuer, Nora
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dc.contributor.other
Sharif Rasslan, Amal
dc.contributor.other
Hassidov, Dina
dc.date.available
2023-07-21T13:08:53Z
dc.date.issued
2022
dc.identifier.citation
Ventura, Ana Clara; Santamaria, Flavia; Scheuer, Nora; Young children's metacognitive processes in a variety of challenging number tasks; Brill Academic Publishers; 5; 2022; 40-72
dc.identifier.isbn
978-90-04-51068-5
dc.identifier.issn
2589-6016
dc.identifier.uri
http://hdl.handle.net/11336/204722
dc.description.abstract
Based on a fluid approach to metacognition in real-time situations, young children's communication and regulation of their own numerical cognition was investigated. Sixty school children (20 in each of the following years: K4, K5 and Y1) participated in an individual interview which integrated a variety of multimodal number tasks with open-ended questions and requirements. A situated, in-depth qualitative analysis of childrens verbal, gestural and graphic participation and productions was conducted. Results firstly provide a fine-grained repertoire of numerical metacognitive processes: fifteen indicators regard communicating the own number activity, and other fifteen regard regulating it. Next, results delve into the dynamics of those multiple metacognitive processes in the domain of number, in terms of four statements. We state that: i) children deployed metacognitive processes both when they exhibited conventional number knowledge and when they displayed partial or idiosyncratic approximations; ii) the metacognitive processes deployed varied across number tasks that entail different affordances and challenges; iii) communication and regulation of the own cognitive activity were intertwined; iv) prospective, ongoing and retrospective temporal frames formed a continuous flow. The dynamics captured by each statement is illustrated with excerpts from childrens interviews. These findings may contribute to teachers, administrators and researchers understanding of early number development as a reflective and self-regulated process and, hopefully, may highlight the importance of promoting young learners agency in mathematics learning.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Brill Academic Publishers
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dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
FLUID APPROACH
dc.subject
REPERTOIRE
dc.subject
COMMUNICATION
dc.subject
REGULATION
dc.subject
DIALOGICAL INTERVIEW
dc.subject.classification
Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
Young children's metacognitive processes in a variety of challenging number tasks
dc.type
info:eu-repo/semantics/publishedVersion
dc.type
info:eu-repo/semantics/bookPart
dc.type
info:ar-repo/semantics/parte de libro
dc.date.updated
2023-06-26T10:58:49Z
dc.journal.volume
5
dc.journal.pagination
40-72
dc.journal.pais
Países Bajos
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dc.journal.ciudad
Leiden
dc.description.fil
Fil: Ventura, Ana Clara. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Grupo Vinculado del Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales (IPEHCS): Sede Crub | Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Grupo Vinculado del Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales (IPEHCS): Sede Crub; Argentina
dc.description.fil
Fil: Santamaria, Flavia. Universidad Nacional del Comahue. Centro Regional Universitario Bariloche; Argentina
dc.description.fil
Fil: Scheuer, Nora. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Grupo Vinculado del Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales (IPEHCS): Sede Crub | Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Grupo Vinculado del Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales (IPEHCS): Sede Crub; Argentina
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/https://doi.org/10.1163/9789004510685_003
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://brill.com/display/book/9789004510685/BP000012.xml
dc.conicet.paginas
303
dc.source.titulo
Special Issues in Early Childhood Mathematics Education Research
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