Promoting teachers' algebraic reasoning and self-regulation with metacognitive guidance

被引：32

作者：

Kramarski, Bracha ^{[1
]}

机构：

[1] Bar Ilan Univ, Sch Educ, IL-52900 Ramat Gan, Israel

来源：

METACOGNITION AND LEARNING | 2008年 / 3卷 / 02期

关键词：

Elementary school teachers; Professional development; Algebraic reasoning; Metacognitive guidance; Self-monitoring and evaluation strategies;

D O I：

10.1007/s11409-008-9020-6

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD+Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance mathematical knowledge. Results indicated that the PD+Meta teachers outperformed the PD teachers on various algebraic procedural and real-life tasks regarding conceptual mathematical explanations. In addition, the PD+Meta group outperformed the PD group in using self-monitoring and evaluation strategies in algebraic problem solving. We discuss educational and practical implications.

引用

页码：83 / 99

页数：17

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