A Case Study on Pre-Service Secondary School Mathematics Teachers' Cognitive-Metacognitive Behaviours in Mathematical Modelling Process

Autor/in	Sagirli, Meryem Özturan
Titel	A Case Study on Pre-Service Secondary School Mathematics Teachers' Cognitive-Metacognitive Behaviours in Mathematical Modelling Process
Quelle	In: Universal Journal of Educational Research, 4 (2016) 4, S.639-663 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Case Studies; Preservice Teachers; Secondary School Teachers; Metacognition; Cognitive Processes; Mathematics Teachers; Protocol Analysis; Foreign Countries; Mathematical Models; Qualitative Research; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Mathematical model; Mathematisches Modell; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university in Erzincan, Turkey. We collected data via think aloud protocols in which metacognitive supports are provided and not provided and with unstructured metacognitive protocols related to the process. The metacognitive support provided to the pre-service teachers and this case caused an increase in the numbers of cognitive-metacognitive behaviours in class level in general. Any pattern was not encountered for the sequences of cognitive-metacognitive behaviours in the process of mathematical modelling during the stages in which metacognitive support was given and was not given but some little patterns were detected. It was noticed that there was no relationship with respect to the metacognitive support and without metacognitive support between and frequencies of cognitive-metacognitive behaviour mathematical modelling progress. The 1st and 2nd grade-pre-service teachers claimed that the metacognitive support contributed to them such factors as understanding and detailing, the 3rd and 4th graders expressed that it enabled them to follow, reach alternative ways of solution. The participants, during the stage in which the metacognitive support was provided, demonstrated more success during the process of mathematical modelling compared with the first stage. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01