Timeline for Is metacognition ever bad?
Current License: CC BY-SA 3.0
11 events
| when toggle format | what | by | license | comment | |
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| Apr 1, 2023 at 0:56 | comment | added | guest philosopher | Also, I would encourage to look at some people like Greg Ashman and John Stillwell who argue that a lot of problem solving is domain specific. And that "general problem solving" is a skill we all have (maybe even just evolutionarily within our brain architecture) but that it is not very strong. And that improvements in "problem solving skill" are often domain specific, not general and transferrable. The upshot being that you don't want to train for better problem solving overall, but better calculus problem solving. At least read their arguments, since you wanted the other side. | |
| Apr 1, 2023 at 0:53 | comment | added | guest philosopher | Your link is no longer always going to the essay. Free GoogleBooks doesn't always show the same snippet. I did try Wiki, but it was pretty long and I wasn't clear what the specific ed buzz slanted meaning was supposed to be. | |
| Dec 31, 2021 at 12:31 | answer | added | binish shahzadi | timeline score: 4 | |
| May 13, 2020 at 10:57 | comment | added | Humberto José Bortolossi | Two remarks: (1) in this Britsh mega study, metacognition is in the second place as an effective strategy of effective learning: educationendowmentfoundation.org.uk/evidence-summaries/…; (2) Singapore that excels in PISA Math Tests includes metacognition as one of its core ideas. | |
| Mar 11, 2019 at 13:57 | comment | added | kcrisman | Possibly relevant post: matheducators.stackexchange.com/questions/7745/… | |
| Aug 11, 2016 at 19:27 | comment | added | J W | Perhaps related or at least interesting: flavorsandseasons.wordpress.com/about, the Flavors and Seasons project about the experential aspects of doing mathematics. | |
| Jun 22, 2016 at 14:58 | comment | added | Marian Minar | It is certainly difficult to find counter-examples in literature. However, meta-cognitive strategies are well-known to have an effect size of 0.5 or higher (0.72 for "reciprocal teaching" according to John Hattie). This is well within the threshold of "must-do" teaching methods - i.e. you will see more positive outcomes if you look for ways to apply meta-cognition strategies rather than looking for places that it shouldn't be applied. | |
| May 3, 2016 at 0:42 | comment | added | Simply Beautiful Art | I perform metacognition all the time, and I see many piers getting some intuitive/philosophical advice on how to "think". I think metacognition is fine for higher-level math students (students above their grade level) but possibly a bad thing for students at or below their grade level. Those students I will often find more doubtful of their abilities. | |
| Apr 29, 2016 at 22:19 | comment | added | paul garrett | Metacognition can be faux-destructive when it inhibits movement toward goals... by seeing/declaring those goals as silly or stupid. (Teenagers routinely do this by implicity imposing the criterion of whether a given thing is connected to sex, drugs, or rock-'n'-roll, for example.) This can indeed create awkwardnesses in routine, cookbook math courses, for the obvious reasons... similarly in some of the "requirements" in the beginning of grad school. But, in fact, I claim "metacognition" is (eventually) mathematical methodology... self-management? Very mundane, after all? | |
| Apr 29, 2016 at 21:52 | history | edited | Jon Bannon | CC BY-SA 3.0 |
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| Apr 29, 2016 at 19:12 | history | asked | Jon Bannon | CC BY-SA 3.0 |