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Influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore
Citation
Kaur, B., & Shaljan Areepattamannil. (2012). Influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. In D. Jaguthsing, P. C. Lu., & S. F. Ng (Eds), Mathematics education: Expanding horizons: Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 385-392). Mathematics Education Research Group of Australasia.
Abstract
This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of metacognitive learning strategies and control strategies for reading on mathematical literacy of adolescents in Australia and Singapore. In contrast, the two components of self-regulated learning strategies for reading—memorization and elaboration—had negative influences on mathematical literacy of adolescents in Australia and Singapore.
Date Issued
2012
ISBN
9789810725273
Description
This paper was published in the Mathematics education : Expanding horizons: Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, held in Singapore from 2 – 6 Jul 2012