Literaturnachweis - Detailanzeige
| Autor/inn/en | Hancock, Emilie; Karakok, Gulden |
|---|---|
| Titel | Supporting the Development of Process-Focused Metacognition during Problem-Solving |
| Quelle | In: PRIMUS, 31 (2021) 8, S.837-854 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hancock, Emilie) ORCID (Karakok, Gulden) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1051-1970 |
| DOI | 10.1080/10511970.2020.1772914 |
| Schlagwörter | Metacognition; Reflection; Problem Solving; Cooperative Learning; Active Learning; Inquiry; Authentic Learning; Classroom Environment; Portfolios (Background Materials); Mathematics Education; Preservice Teacher Education; Preservice Teachers; Elementary Education; Undergraduate Students; Public Colleges |
| 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. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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