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ERIC Number: EJ1111736
Record Type: Journal
Publication Date: 2015-Jun
Pages: 32
Abstractor: As Provided
ISSN: EISSN-2014-3621
Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers
Conrady, Kansas
REDIMAT - Journal of Research in Mathematics Education, v4 n2 p132-160 Jun 2015
Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach mathematics without a model for reference. This pre-service geometry content course was designed specifically for future elementary teachers with the intent of modeling effective non-traditional methods of instruction. Unfortunately, analysis of classroom observations suggested that even in this carefully designed inquiry-based course, there is a lack of cognitive and metacognitive thoughts being made visible for use as part of instruction. Content courses, such as this one, are the final opportunities to help students learn mathematics content in an environment supported by positive research findings, thus teacher education is missing an opportunity to provide a potentially powerful learning experience for future teachers.
Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A