Supporting the Development of Process-Focused Metacognition During Problem-Solving

Department or Administrative Unit

Mathematics

Document Type

Article

Author Copyright

© 2020 Taylor & Francis Group, LLC

Publication Date

2021

Journal

PRIMUS

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.

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This article was originally published in PRIMUS. The full-text article from the publisher can be found here.

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