Metacognitive strategies in the teaching and learning of mathematics
Pythagoras
| Field | Value | |
| Title | Metacognitive strategies in the teaching and learning of mathematics | |
| Creator | du Toit, Stephan Kotze, Gary | |
| Description | The broad aim of this study was to investigate the use of metacognitive strategies by Grade 11 mathematics learners and their teachers. Two objectives were stated: To investigate which metacognitive strategies Grade 11 mathematics learners and mathematics teachers can employ to enhance metacognition among learners, and to investigate the extent to which Grade 11 mathematics learners and teachers use metacognitive strategies. Questionnaires were used to obtain quantitative data about the use of metacognitive strategies by learners and teachers. The findings indicate that planning strategy and evaluating the way of thinking and acting were used most by bothteachers and learners. Journal–keeping and thinking aloud were used least by teachers and learners. | |
| Publisher | AOSIS Publishing | |
| Date | 2009-09-01 | |
| Identifier | 10.4102/pythagoras.v0i70.39 | |
| Source | Pythagoras; Issue 70 (2009); 57-67 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/39/30
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