Do mathematics learning facilitators implement metacognitive strategies?

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Authors

Van der Walt, Marthie S.
Maree, J.G. (Kobus)

Journal Title

Journal ISSN

Volume Title

Publisher

Education Association of South Africa (EASA)

Abstract

It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners' learning with understanding. The purpose of this study was to investigate the extent to which mathematics educators implemented and taught metacognitive strategies. Results of the quantitative part of the study were triangulated with the results of the qualitative part. Results suggested that whereas mathematics educators may well have possessed metacognitive skills and utilised them intuitively, these skills were not implemented to a satisfactory extent in the classes we observed.

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Keywords

Mathematics education

Sustainable Development Goals

Citation

Van der Walt, M & Maree, K 2007, 'Do mathematics learning facilitators implement metacognitive strategies?', South African Journal of Education, vol. 27, no. 2, pp. 223-241. [http://www.journals.co.za/ej/ejour_educat.html]