n South African Journal of Education - Do mathematics learning facilitators implement metacognitive strategies?
|Article Title||Do mathematics learning facilitators implement metacognitive strategies?|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Author||Marthie Van der Walt and Kobus Maree|
|Publication Date||May 2007|
|Pages||223 - 241|
ISI Social Science
It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners' learning with understanding. The purpose of this study was to investigate the extent to which mathematics educators implemented and taught metacognitive strategies. Results of the quantitative part of the study were triangulated with the results of the qualitative part. Results suggested that whereas mathematics educators may well have possessed metacognitive skills and utilised them intuitively, these skills were not implemented to a satisfactory extent in the classes we observed.
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