Assessing how teachers promote students’ metacognition when teaching mathematical concepts and methods - Archive ouverte HAL Access content directly
Conference Papers Year : 2019

Assessing how teachers promote students’ metacognition when teaching mathematical concepts and methods

Abstract

An important aspect of teaching mathematics is designing learning environments and guiding students’ learning activities in such a way that learners can develop or improve their mathematical competencies. Promoting students’ metacognition in teaching mathematics is regarded as having an important role in achieving this goal. Unfortunately, rarely anything is known about how metacognition can be effectively fostered in regular mathematics classes. The paper presents an analysis and an assessment of metacognitive activities practiced in a regular mathematics lesson. It also describes the rating system used for this assessment, and exemplifies how this tool can be used to analyze the extent to which teacher’s practices are conducive to foster students’ metacognition, as well as to describe the need for a further improvement of these activities.
Fichier principal
Vignette du fichier
TWG19_24.pdf (234.55 Ko) Télécharger le fichier
Origin : Files produced by the author(s)
Loading...

Dates and versions

hal-02430150 , version 1 (07-01-2020)

Identifiers

  • HAL Id : hal-02430150 , version 1

Cite

Edyta Nowińska. Assessing how teachers promote students’ metacognition when teaching mathematical concepts and methods. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02430150⟩

Collections

TICE CERME11
62 View
56 Download

Share

Gmail Facebook X LinkedIn More