A Framework for Understanding Teachers' Promotion of Students' Metacognition

Autor/in	Ader, Engin
Titel	A Framework for Understanding Teachers' Promotion of Students' Metacognition
Quelle	In: International Journal for Mathematics Teaching and Learning, (2013), (45 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Achievement; Student Attitudes; Teaching Methods; Ethnography; Foreign Countries; Metacognition; Mathematics Instruction; Reflective Teaching; Teacher Promotion; Mathematics Education; Secondary School Mathematics; Reflection; Teacher Role; Models; Thinking Skills; Mathematics Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Performance; Leistung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Lehrerrolle; Analogiemodell; Denkfähigkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Großbritannien
Abstract	This is an ethnographic study of promotion of metacognition, focusing on the teaching practices in secondary mathematics classrooms of three teachers in the UK. With all three teachers, observations of their teaching and interviews regarding their teaching were conducted. The main aim was analysing and substantiating the parallels and differences among the teaching practices, providing an account of the patterns in the teachers' promotion of metacognition and the underpinning factors. An important finding of the study was the differences in the teachers' emphasis on metacognition throughout the stages of the lessons and the activities they used, and during their interactions with the students of different achievement levels and progress with the activities. Ultimately, I developed the Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM), comprising of four factors underpinning teachers' practices: their understanding of metacognition, their perceptions of students' features and needs, the distribution of mathematical authority and the external pressures teachers perceived. The role of a teaching approach and promotion of metacognition and possible uses of the developed framework for teacher reflection are discussed as implications of the study. (Contains 1 figure.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10