A case study: Assessment of preservice secondary mathematics teachers' metacognitive behaviour in the problem-solving process

被引：0
|
作者：
Demircioǧlu H. [1 ]
Argün Z. [2 ]
Bulut S. [3 ]
机构：
[1] Faculty of Education, Cumhuriyet University, Sivas
[2] Faculty of Gazi Education, Gazi University, Ankara
[3] Faculty of Education, Middle East Technical University, Ankara
来源：
ZDM | 2010年 / 42卷 / 5期
关键词：
Metacognition; Metacognitive behaviour; Preservice mathematics teachers; Problem solving;
D O I：
10.1007/s11858-010-0263-8
中图分类号：
学科分类号：
摘要：
The purpose of the present study was to investigate preservice secondary mathematics teachers' metacognitive behaviour in the mathematical problemsolving process. The case study methodology was employed with six preservice mathematics teachers, enrolled at one university in Ankara, Turkey. We collected data by using the think aloud method, which lasted for two sessions. It was found that there was no relationship between academic achievement and frequencies of metacognitive behaviour. However, the types of problems could affect these frequencies. Furthermore, there was no pattern in metacognitive behaviour with respect to achievement and type of problem. © FIZ Karlsruhe 2009.
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页码：493 / 502
页数：9
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