Supporting the Development of Process-Focused Metacognition During Problem-Solving
Department or Administrative Unit
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.
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
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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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