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Do mathematics learning facilitators implement metacognitive strategies?
Abstract
It is widely accepted that mathematical skills are critically important in our
technologically sophisticated world. Educators' metacognition directs, plans,
monitors, evaluates and reflects their instructional behaviour and this can promote learners ' learning with und ers tanding. The p urpos e of this study was to investigate the exten t to which mathematics educators implemented and taught metacognit ive strategies. Res ults of the quantitative part of the study were triangulated with the results of the qualitative part. Results suggested that whereas mathematics educators may well have possess ed metacognitive skills and utilised them intuitively, thes e s kills were not implemented to a s atisfa ctory extent in the classes we observed.
technologically sophisticated world. Educators' metacognition directs, plans,
monitors, evaluates and reflects their instructional behaviour and this can promote learners ' learning with und ers tanding. The p urpos e of this study was to investigate the exten t to which mathematics educators implemented and taught metacognit ive strategies. Res ults of the quantitative part of the study were triangulated with the results of the qualitative part. Results suggested that whereas mathematics educators may well have possess ed metacognitive skills and utilised them intuitively, thes e s kills were not implemented to a s atisfa ctory extent in the classes we observed.
