Do mathematics learning facilitators implement metacognitive strategies?
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Date
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.
Description
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]