Metacognition, Math Cognition, Education
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Metacognition has long been an important area of research that has had growing numbers of applications within education. Metacognition plays a role in cognitive processing and is consequently intrinsic to educational pursuits, and it impacts several areas within cognitive science, such as attention, memory, perception, comprehension, and problem solving (Kitchener, 1983; Metcalfe & Shimamura, 1994). It also aids intellectual endeavors requiring complex thought processes (Schoenfeld, 1983) and also affects social behavior (Jaccard, Dodge & Guilamo-Ramos, 2005) and decision making (Cohen, Freema...
Metacognition has long been an important area of research that has had growing numbers of applications within education. Metacognition plays a role in cognitive processing and is consequently intrinsic to educational pursuits, and it impacts several areas within cognitive science, such as attention, memory, perception, comprehension, and problem solving (Kitchener, 1983; Metcalfe & Shimamura, 1994). It also aids intellectual endeavors requiring complex thought processes (Schoenfeld, 1983) and also affects social behavior (Jaccard, Dodge & Guilamo-Ramos, 2005) and decision making (Cohen, Freeman, & Thompson, 1998). This paper will touch on aspects of behavioral science, philosophical methods, and computational modeling within metacognition research, and how this influences educational research
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