The focus is on the metacognitive awareness of ten high-achieving high school pupils from Denmark and England and their cognitive learning process. Unstructured interviews in smaller groups investigates how they say they learn a mathematical concept that is new to them. I develop the “CULTIS model for analysis” (Consciousness, Unconsciousness, Language, Tacit, Individual, and Social). These are six themes in which various psychological learning theories express themselves. I conclude that the pupils can talk about their learning using own words and I can identify fitting theoretical notions. The pupils each have their own way of learning, however, there are similarities. Seemingly contradictory theories “works” within single pupils.

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Titel: What can we learn about cognitive learning processes by asking the pupils?
Forfatter: Bettina Dahl
Institution: Institut for Planlægning, Det Teknisk-Naturvidenskabelige Fakultet, Aalborg Universitet
Udgivelse: Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, (eds.N. A. Pateman, B. J. Dougherty & J. Zilliox)
Genre: Paper til fremlæggelse
Omfang: 8
Årstal: 2003