What's All The Fuss About Metacognition?
A.H. Schoenfeld 1987 Lawrence Erlbaum Associates. In Cognitive Science and Mathematics Education, p. 189-215.

Schoenfeld redefines the concept of metacognition, thinking about your own thinking, to provide a useful approach for students to learn how to solve mathematical problems. He shifts the focus on metacognition from having a definition by consensus to a more pragmatic view to generate a set of strategies for problem solving. Thus, he comes out with three categories of intellectual behavior characterizing the research on metacognition: '1. Your knowledge about your own thought processes. How accurate are you in describing your own thinking? 2. Control, or self-regulation. How well do you keep track of what you're doing when (for example) you're solving problems, and how well (if it all) do you use the input from those observations to guide your problem solving actions? 3. Beliefs and intuitions. What ideas about mathematics do you bring to your work in mathematics, and how does that shape the way that you do mathematics?' (p. 190). By using examples from his own experience as a mathematics teacher, Schoenfeld provides an illuminating analysis of the two latter categories of metacognition enumerated above. He then transforms the students' difficulties he found in his research into several techniques to develop metacognitive skills in the classroom.

Subject: Education, Mathematics
Resource Type: Pedagogic Resources:Overview/Summary, Research Results, Book Section
Research on Learning: Cognitive Domain:Metacognition