Attitudes and Perceptions of High School Mathematics Teachers Regarding Students' Cognitive-Metacognitive Skills
Year: 2010
Type: article
Abstract: The purpose of the study was to identify the attitudes and perceptions held by select teachers in a Midwest high school regarding teaching strategies related to students solving mathematics problems from a cognitive-metacognitive approach. The case study utilized a questionnaire regarding instructional practices and teacher beliefs and opinions as well as semi-structured interviews. Teachers commented on definitions and beliefs regarding thinking about thinking, thinking mathematically, and conceptual and procedural understanding. Furthermore, teachers discussed teaching strategies utilized to teach thinking about thinking in mathematics, effects of school-wide metacognitive training efforts, and usage of student reflection activities. The specificity and sophistication of responses related to perceptions held and strategies utilized seemed to increase with the years of experience teaching for participants.
Author: Peter A. Babich
Institution: Olivet Nazarene University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1501809388