Exploratory study on the metacognitive practices that elementary school teachers promote in their ordinary Mathematics classes. An interpretative frame

Autor:	Mirela Rigo Lemini, David Alfonso Páez, Bernardo Gómez
Jazyk:	Spanish; Castilian
Rok vydání:	2011
Předmět:	frame metacognition ordinary teacher practices proportional reasoning elementary education Special aspects of education LC8-6691 Science (General) Q1-390
Zdroj:	Enseñanza de las Ciencias, Vol 28, Iss 3, Pp 405-415 (2011)
Druh dokumentu:	article
ISSN:	0212-4521 2174-6486
DOI:	10.5565/rev/ec/v28n3.485
Popis:	The purpose of this paper is to explore the metacognitive practices that elementary school teachers foster in their Mathematics classes under conditions of non interference. In order to accomplish this, the paper defines an Interpretative Frame that serves as the basis for examining the cognitive and metacognitive processes that arise in the mathematics classroom. The Frame is applied in the exploratory case study of metacognitive practices promoted by two elementary school teachers in their regular Mathematics classes. Non-participating observation was chosen for data collection and our focus centered on proportional reasoning-related contents. The experience shows, inter alia, the flexibility, scope and consistency of the frame.
Databáze:	Directory of Open Access Journals
Externí odkaz:	https://doaj.org/article/5608654d79fa4f22bc2dac12aa9505fe Zobrazit plný text záznamu View record in DOAJ