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Chapter 16 - Children’s Accuracy and Strategy Use in the Context of Addition

Extending the Impact of Metacognitive Language to Children’s Academic Skills

from Part V - Classroom Socialization of Memory

Published online by Cambridge University Press:  28 May 2021

Lynne E. Baker-Ward
Affiliation:
North Carolina State University
David F. Bjorklund
Affiliation:
Florida Atlantic University
Jennifer L. Coffman
Affiliation:
University of North Carolina, Greensboro
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Summary

This chapter builds on the original findings of the Classroom Memory Study and outlines the ways in which children’s academic skills are also influenced by the types of language that (1) parents use during the course of conversations about the past, and (2) teachers use during classroom instruction. We present findings from a number of studies to illustrate that kindergarten students’ accuracy and strategy use in the context of mathematics is influenced by exposure to metacognitive language at home and at school. In addition, we explore the impact of kindergarten teachers’ metacognitive language on children’s mathematics accuracy and strategy use across the first two years of formal school for those children who enter school with relatively low mathematical knowledge. Finally, we emphasize that a commitment to examining instructional approaches and methods of assessment that focus on students’ metacognitive understanding will be critical to the evolution of the Classroom Memory Study and to studying the socialization of children’s cognition more broadly.

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Information
The Development of Children's Memory
The Scientific Contributions of Peter A. Ornstein
, pp. 258 - 272
Publisher: Cambridge University Press
Print publication year: 2021

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