Loading...
Teachers' perception of and reflection on students' metacognitive knowledge in mathematical modelling processes
Wendt, Lisa Krüger, Alexandra Stillman, Gloria Ann
Wendt, Lisa
Krüger, Alexandra
Stillman, Gloria Ann
Abstract
In mathematical modelling, there is general agreement that metacognitive modelling skills are indispensable. Metacognitive modelling competence is often divided into a knowledge aspect and a control aspect of metacognition (Schraw, 2001). However, it is not only relevant for learners but also for teachers. Apart from appropriate reflections on the activities of learners, teachers also focus on the area of appropriate action in relation to the perceived processes. Stillman (2011) has elaborated the concept of meta-metacognition. In this context, the teacher must monitor the metacognitive processes of usually several individual learning groups (Stillman & Galbraith, 2012) and thus reflect on a meta-meta level. The teacher must reflect to what extent students are using metacognitive strategies adequately, but also about the students’ metacognitive knowledge in order to support them. Due to little empirical studies examining how teachers consider their students’ metacognitive knowledge about tasks, persons and strategies, we will examine how, and to what extent, teachers pay attention to students’ metacognitive knowledge when observing and analysing modelling processes. In this chapter, we will present three case studies.
Keywords
mathematical modelling, metacognitive knowledge, metacognitive modelling competence, students‘ metacognitive knowledge, PID-model, meta-metacognition
Date
2022
Type
Book chapter
Journal
Book
Initiationen mathematikdidaktischer forschung : Festschrift zum 70. Geburtstag von Gabriele Kaiser
Volume
Issue
Page Range
137-154
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled