Young Childrenâs Metacognitive Processes in a Variety of Challenging Number Tasks

Ana Clara Ventura; Flavia Santamaria; Nora Scheuer

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Chapter 2 Young Childrenâs Metacognitive Processes in a Variety of Challenging Number Tasks

äºSpecial Issues in Early Childhood Mathematics Education Research

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Ana Clara Ventura

Ana Clara Ventura
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Flavia Santamaria

Flavia Santamaria
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Nora Scheuer

Nora Scheuer
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Page Range:: 40â72

DOI:: https://doi.org/10.1163/9789004510685_003

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Abstract

Based on a fluid approach to metacognition in real-time situations, young childrenâs 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 childrensâ 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; and (iv) prospective, ongoing and retrospective temporal frames formed a continuous flow. The dynamics captured by each statement is illustrated with excerpts from childrenâs interviews. These findings may contribute to teachersâ, administratorsâ and researchersâ understanding of early number development as a reflective and self-regulated process and, hopefully, may highlight the importance of promoting young learnersâ agency in mathematics learning.

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Special Issues in Early Childhood Mathematics Education Research

Learning, Teaching and Thinking

ä¸ç¼ï¼ Mathematics Teaching and Learning, å·ï¼ 5

Cover Special Issues in Early Childhood Mathematics Education Research

ISBN:: 9789004510685

åºçç¤¾:: Brill

å°å·åºçæ¥æ:: 07 Feb 2022

Subjects
- Education

Front Matter

Preface

Figures and Tables

Notes on Contributors

Introduction

Part 1 The Number Concept Development in Early Childhood: Cognition, Metacognition and More

Chapter 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children

Chapter 2 Young Childrenâs Metacognitive Processes in a Variety of Challenging Number Tasks

Chapter 3 Playing with Counting âGamesâ on the Tablet

Part 2 Geometry: Teaching Learning and Thinking

Chapter 4 Learning and Teaching Geometry in Early Childhood

Chapter 5 Visual Thinking and a Visual Language for Young Children

Part 3 Patterns and Structure

Chapter 6 Pathways to Early Mathematical Thinking in Kindergarten

Chapter 7 Young Childrenâs Recognition of Mathematical Structures and Its Relations to Mathematical Skills

Part 4 Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations

Chapter 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier âFor Allâ

Chapter 9 On Explaining, Explanations and Second Graders

Part 5 Early Childhood Mathematics Teachersâ Knowledge and Professional Development

Chapter 10 Between Natural Language and Mathematical Symbols (<, >, =)

Chapter 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers

Chapter 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise

Part 6 Conclusion

Chapter 13 Special Issues in Early Childhood Mathematics Education

Back Matter

Index

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Chapter 2 Young Childrenâs Metacognitive Processes in a Variety of Challenging Number Tasks

Abstract

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Special Issues in Early Childhood Mathematics Education Research

Learning, Teaching and Thinking

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Chapter 2 Young Childrenâs Metacognitive Processes in a Variety of Challenging Number Tasks

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