Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14369
Title: 
Authors: 
Issue Date: 
2012
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). Adelaide: 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.
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
URI: 
ISBN: 
9789810725273
Website: 
Appears in Collections:Conference Papers

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