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What is the basis for self-assessment of comprehension when reading mathematical expository texts?
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2015 (English)In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 36, no 8, 673-699 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to characterize students’ self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students’ self-assessments were to a less degree based on their comprehension of the specific text read, but more based on prior experiences. However, the study also produced different results for different types of texts and when focusing on different aspects of reading comprehension.

Place, publisher, year, edition, pages
Routledge, 2015. Vol. 36, no 8, 673-699 p.
Keyword [en]
anchoring, adjustment, metacomprehension, reading comprehension, self-assessment
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:umu:diva-91170DOI: 10.1080/02702711.2014.949018Scopus ID: 2-s2.0-84940461539OAI: oai:DiVA.org:umu-91170DiVA: diva2:734276
Available from: 2014-07-15 Created: 2014-07-15 Last updated: 2017-12-05Bibliographically approved

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Österholm, Magnus

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CiteExportLink to record
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