Title
Supporting the Development of Process-Focused Metacognition During Problem-Solving
Document Type
Article
Department or Administrative Unit
Mathematics
Publication Date
2021
Abstract
As students learn to problem solve in authentic situations, they must also develop metacognitive tools to manage and regulate their problem-solving process. To foster process-focused metacognition utilized by mathematical thinkers and problem solvers, inquiry-based learning classroom practices and an adapted version of portfolio problems were implemented in a content course for pre-service elementary teachers. In this article, we describe how the combination of a process-focused (instead of product-focused) classroom culture and explicit reflection on student thinking supported students’ process-focused metacognition while problem-solving. The problems, portfolio structure, and student interview reflections are shared.
Recommended Citation
Hancock, E., & Karakok, G. (2020). Supporting the Development of Process-Focused Metacognition During Problem-Solving. PRIMUS, 31(8), 837-854. https://doi.org/10.1080/10511970.2020.1772914
Journal
PRIMUS
Copyright
© 2020 Taylor & Francis Group, LLC
Comments
This article was originally published in PRIMUS. The full-text article from the publisher can be found here.
Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.