Do mathematics learning facilitators implement metacognitive strategies?
| dc.contributor.author | Van der Walt, Marthie S. | |
| dc.contributor.author | Maree, J.G. (Kobus) | |
| dc.contributor.email | kobus.maree@up.ac.za | en |
| dc.date.accessioned | 2007-06-07T09:19:33Z | |
| dc.date.available | 2007-06-07T09:19:33Z | |
| dc.date.issued | 2007-04 | |
| dc.description.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. | en |
| dc.format.extent | 553300 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.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] | en |
| dc.identifier.issn | 0256-0100 | |
| dc.identifier.uri | http://hdl.handle.net/2263/2647 | |
| dc.language.iso | en | en |
| dc.publisher | Education Association of South Africa (EASA) | en |
| dc.rights | Education Association of South Africa (EASA) | en |
| dc.subject | Mathematics education | en |
| dc.subject.lcsh | Mathematics -- Examinations | |
| dc.title | Do mathematics learning facilitators implement metacognitive strategies? | en |
| dc.type | Article | en |