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Profiling Mathematics Teachers Regarding Factors Affecting Promotion of Students’ Metacognition

Year 2018, Volume: 35 Issue: 1, 51 - 70, 12.11.2018

Abstract

The purpose of this study is to describe mathematics teachers’ profiles regarding factors affecting their promotion of students’ metacognition through developing profiling tools. Therefore, four factors from the Framework for Analysing Mathematics Teaching for the Advancement of Metacognition-FAMTAM (Ader, 2009) were used.  The sample includes 314 middle and secondary school mathematics teachers. In this study, associational research designs were adopted. Findings indicated that mathematics teachers’ conceptualizations of metacognition were parallel with those commonly accepted in the literature. Teachers’ responses indicated their awareness of students’ characteristics and needs. They stated that they were in favor of a learning environment where mathematical authority was exercised by students. They also stated that they perceived high external pressure from various factors influencing their promotion of students’ metacognition.

References

  • Ader, E. (2009). An ethnographic study of mathematics teachers’ promotıon of metacognition from a constructivist perspective (Unpublished doctoral dissertation). University of Nottingham, England. Ader, E. (2013). A framework for understanding teachers' promotion of students' metacognition. International Journal for Mathematics Teaching and Learning. Retrieved July 19, 2018 from http://www.cimt.plymouth.ac.uk/journal/ader.pdf Amit, M., & Fried, M. N. (2005). Authority and authority relations in mathematics education: A view from an 8th grade classroom. Educational Studies in Mathematics, 58(2), 145-168. Arseven, Z., Şahin, Ş., & Kılıç, A. (2016). Teachers' adoptation level of student centered education approach. Journal of Education and Practice, 7(29), 133- 144. Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33(4), 239-258. Brewer, J. K. (1978). Effect size: The most troublesome of the hypothesis testing considerations. Phil Delta Kappa, 11, 7-10. De Jager, B., Jansen, M., & Reezigt, G. (2005). The development of metacognition in primary school learning environments. School Effectiveness and School Improvement, 16(2), 179-196. Desoete, A., & Veenman, M. (2006). Metacognition in mathematics: Critical issues in nature, theory, assessment and treatment. In A. Desoete & M. Veenman (Eds.), Metacognition in Mathematics Education (pp. 1–10). New York, NY: Nova Science Publishers Dignath-van Ewijk, C., & Van der Werf, G. (2012). What teachers think about self-regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students’ self-regulation. Education Research International, 2012, 1-10. Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. Fisher, R. (1998). Teaching thinking. London: Cassell. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. Fraenkel, J. R., & Wallen, N. E. ( 2006). How to design and evaluate research in education (6th ed.). Boston: McGraw-Hill Pub. Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451-458. Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49(2), 193-223. Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983. Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7(2), 133-149. Jaworski, B. (1992). Mathematics teaching: What is it? For the learning of mathematics, 12(1), 8-14. Kaplan, A., & İpek, A. S. (2002). Matematik öğretmenliği adaylarının öğretmenlik mesleğine yönelik tutumlarının incelenmesi. Eğitim ve Bilim, 27(125), 69-73. Karaköse, T., & Kocabaş, İ. (2006). Özel ve devlet okullarında öğretmenlerin beklentilerinin iş doyumu ve motivasyon üzerine etkileri. Eğitimde Kuram ve Uygulama, 2(1), 3-14. Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243. Kontos, S., & Nicholas, J. G. (2001). Independent problem solving in the development of metacognition. The Journal of Genetic Psychology, 147(4), 481-495. Larkin, S. (2010). Metacognition in young children. Abingdon, Oxon: Routledge. Lau, K. L. (2012). Instructional practices and self-regulated learning in Chinese language classes. Educational Psychology, 32(4), 427-450. Lombaerts, K., Engels, N., & Athanasou, J. (2007). Development and validation of the self-regulated learning inventory for teachers. Perspectives in Education, 25(4), 29-47. Lombaerts, K., Engels, N., & Van Braak, J. (2009). Determinants of teachers' recognitions of self-regulated learning practices in elementary education. The Journal of Educational Research, 102(3), 163-174. Lombaerts, K., Engels, N., & Vanderfaeillie, J. (2007). Exploring teachers' actions to promote self-regulated learning practices in primary school. The Australian Educational and Developmental Psychologist, 24, 4−24. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of Thinking and Cognitive Instruction, 1, 15-51. Peeters, J., Lombaerts, K., De Backer, F., Kindekens, A., & Jacquet, W. (2013). Impact of teacher and school determinants on self-regulated learning practices in elementary education. Paper presented at the AERA 2013 Annual Meeting, San Francisco. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 334-370). New York: Macmillan. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. Vandevelde, S., Vandenbussche, L., & Van Keer, H. (2012). Stimulating self-regulated learning in primary education: Encouraging versus hampering factors for teachers. Procedia-Social and Behavioral Sciences, 69, 1562-1571. Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15(2), 159-176. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition Learning, 1, 3-14. Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89-109. Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Pingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4, 63-85. Wilson, M. S., & Lloyd, G. M. (2000). Sharing mathematical authority with students: the challenge for high school teachers. Journal of Curriculum and Supervision, 15(2), 146-169. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13-39). San Diego: CA: Academic Press.
Year 2018, Volume: 35 Issue: 1, 51 - 70, 12.11.2018

Abstract

References

  • Ader, E. (2009). An ethnographic study of mathematics teachers’ promotıon of metacognition from a constructivist perspective (Unpublished doctoral dissertation). University of Nottingham, England. Ader, E. (2013). A framework for understanding teachers' promotion of students' metacognition. International Journal for Mathematics Teaching and Learning. Retrieved July 19, 2018 from http://www.cimt.plymouth.ac.uk/journal/ader.pdf Amit, M., & Fried, M. N. (2005). Authority and authority relations in mathematics education: A view from an 8th grade classroom. Educational Studies in Mathematics, 58(2), 145-168. Arseven, Z., Şahin, Ş., & Kılıç, A. (2016). Teachers' adoptation level of student centered education approach. Journal of Education and Practice, 7(29), 133- 144. Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33(4), 239-258. Brewer, J. K. (1978). Effect size: The most troublesome of the hypothesis testing considerations. Phil Delta Kappa, 11, 7-10. De Jager, B., Jansen, M., & Reezigt, G. (2005). The development of metacognition in primary school learning environments. School Effectiveness and School Improvement, 16(2), 179-196. Desoete, A., & Veenman, M. (2006). Metacognition in mathematics: Critical issues in nature, theory, assessment and treatment. In A. Desoete & M. Veenman (Eds.), Metacognition in Mathematics Education (pp. 1–10). New York, NY: Nova Science Publishers Dignath-van Ewijk, C., & Van der Werf, G. (2012). What teachers think about self-regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students’ self-regulation. Education Research International, 2012, 1-10. Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. Fisher, R. (1998). Teaching thinking. London: Cassell. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. Fraenkel, J. R., & Wallen, N. E. ( 2006). How to design and evaluate research in education (6th ed.). Boston: McGraw-Hill Pub. Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451-458. Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49(2), 193-223. Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983. Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7(2), 133-149. Jaworski, B. (1992). Mathematics teaching: What is it? For the learning of mathematics, 12(1), 8-14. Kaplan, A., & İpek, A. S. (2002). Matematik öğretmenliği adaylarının öğretmenlik mesleğine yönelik tutumlarının incelenmesi. Eğitim ve Bilim, 27(125), 69-73. Karaköse, T., & Kocabaş, İ. (2006). Özel ve devlet okullarında öğretmenlerin beklentilerinin iş doyumu ve motivasyon üzerine etkileri. Eğitimde Kuram ve Uygulama, 2(1), 3-14. Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243. Kontos, S., & Nicholas, J. G. (2001). Independent problem solving in the development of metacognition. The Journal of Genetic Psychology, 147(4), 481-495. Larkin, S. (2010). Metacognition in young children. Abingdon, Oxon: Routledge. Lau, K. L. (2012). Instructional practices and self-regulated learning in Chinese language classes. Educational Psychology, 32(4), 427-450. Lombaerts, K., Engels, N., & Athanasou, J. (2007). Development and validation of the self-regulated learning inventory for teachers. Perspectives in Education, 25(4), 29-47. Lombaerts, K., Engels, N., & Van Braak, J. (2009). Determinants of teachers' recognitions of self-regulated learning practices in elementary education. The Journal of Educational Research, 102(3), 163-174. Lombaerts, K., Engels, N., & Vanderfaeillie, J. (2007). Exploring teachers' actions to promote self-regulated learning practices in primary school. The Australian Educational and Developmental Psychologist, 24, 4−24. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of Thinking and Cognitive Instruction, 1, 15-51. Peeters, J., Lombaerts, K., De Backer, F., Kindekens, A., & Jacquet, W. (2013). Impact of teacher and school determinants on self-regulated learning practices in elementary education. Paper presented at the AERA 2013 Annual Meeting, San Francisco. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 334-370). New York: Macmillan. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. Vandevelde, S., Vandenbussche, L., & Van Keer, H. (2012). Stimulating self-regulated learning in primary education: Encouraging versus hampering factors for teachers. Procedia-Social and Behavioral Sciences, 69, 1562-1571. Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15(2), 159-176. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition Learning, 1, 3-14. Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89-109. Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Pingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4, 63-85. Wilson, M. S., & Lloyd, G. M. (2000). Sharing mathematical authority with students: the challenge for high school teachers. Journal of Curriculum and Supervision, 15(2), 146-169. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13-39). San Diego: CA: Academic Press.
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Details

Primary Language English
Journal Section Original Articles
Authors

Vuslat Şeker

Engin Ader

Publication Date November 12, 2018
Published in Issue Year 2018 Volume: 35 Issue: 1

Cite

APA Şeker, V., & Ader, E. (2018). Profiling Mathematics Teachers Regarding Factors Affecting Promotion of Students’ Metacognition. Bogazici University Journal of Education, 35(1), 51-70.