Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?
Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
The purpose of this study is to investigate (1) how mathematics instructors develop
their students’ metacognitive abilities concretely within mathematics instruction and
(2) whether these teachers feel adequately prepared to develop their students’
metacognitive abilities. Qualitative email interviews with credentialed secondary
school mathematics teachers in Sweden were used. Analysis of the participants’
interview responses indicate that the participants reported a limited use of the
metacognitive teaching strategies described in the research. Although teacher
responses indicated stress, frustration, and irritation and their responses indicated
limited proficiency in their intuitive declarative metacognitive knowledge of thinking
skills, whether or not teachers feel adequately prepared to develop their students’
metacognitive abilities cannot be completely answered by this study.
Place, publisher, year, edition, pages
2012. , 46 p.
mathematics, metacognition, metacognitive knowledge, self regulation, self-efficacy, reciprocal determinism
Educational Sciences Pedagogy
IdentifiersURN: urn:nbn:se:hh:diva-19132OAI: oai:DiVA.org:hh-19132DiVA: diva2:540159
Subject / course
UppsokSocial and Behavioural Science, Law