Awareness of Classroom Learning Process of Normal Elementary and Special High School Students with Mental Retardation in Mathematics and Japanese Language

Abstract

From Introduction: At awareness of one’s classroom learning processes one can better describe the learned matter and how the matter was learned and can recognize it along with the related matters (Dunlosky & Thiede, 1994, Maki & Serra, 1992). Such awareness of learning processes reflects a concept called ‘metacognition’ which contributes in the metacognitive knowledge (Josephs, Silvera, & Giesler, 1996). Thus, it is considered that by becoming aware of one’s own learning process, an individual is better able to recognize, explain, and utilize the previous learned matter and processes in the other similar or somewhat different future life situations. The normal elementary students exhibited more awareness of learning processes at higher grade than at lower grade and in girls than in boys (Kumar & Harizuka, 1998a).