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ERIC Number: EJ801151
Record Type: Journal
Publication Date: 2008-Aug
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1556-1623
Promoting Teachers' Algebraic Reasoning and Self-Regulation with Metacognitive Guidance
Kramarski, Bracha
Metacognition and Learning, v3 n2 p83-99 Aug 2008
This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance mathematical knowledge. Results indicated that the PD + Meta teachers outperformed the PD teachers on various algebraic procedural and real-life tasks regarding conceptual mathematical explanations. In addition, the PD + Meta group outperformed the PD group in using self-monitoring and evaluation strategies in algebraic problem solving. We discuss educational and practical implications.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel