Research Article
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Developing Pre-service Mathematics Teachers' Metacognitive Thinking for Learning and Teaching with Mobile Technology

Year 2018, Volume: 9 , 239 - 249, 18.08.2018

Abstract

In the present
study, we report the preparation of 24 pre-service teachers who were in their
third academic year, majoring in teaching mathematics and computer science in
the middle school, for using metacognition in their mathematical problem
solving. We used different tools to collect data: The pre-service teachers'
solutions' texts of carrying out activities on solving authentic real life
mathematical problems that emphasize metacognitive processes, the pre-service
teachers' texts for the design and preparation of such activities that
encourage students' metacognitive processes, interviews with the pre-service
teachers, the discussion texts in the social network sites and observations of
the implementation of activities. To analyze the data, we used the constant
comparison method. The research findings indicated that the participating
pre-service teachers developed their metacognitive skills as learners at the beginning
and then as teachers. This development as teachers included two aspects:
activity design and activity implementation. In addition, we describe a
preparation model that included different phases starting from the theoretical
phase and ending in a reflection phase, where some parts of these phases are
cyclic. We concluded that it is possible to educate pre-service teachers for
metacognitive practices, as learners and as teachers. To succeed in this
education, the pre-service teachers need to solve activities that emphasize
metacognitive skills, to design such activities, to teach them, to discuss
their practices, and to reflect on the whole sequence of metacognitive
processes. Special attention was given to using mobile technology in solving
authentic real life mathematical problems and to collaborative learning.  

References

  • An, Y.J., & Cao, L. (2014). Examining the effects of metacognitive scaffolding on students' design problem solving and metacognitive skills in an online environment. Journal of Online Learning and Teaching, 10(4), 552. Awawdeh-Shahbari, J., Daher, W. & Raslan, S. (2014). Mathematical knowledge and the cognitive and metacognitive processes emerged in model-eliciting activities. International Journal of New Trends in Education and Their Implications, 5 (2), 209-2019. Chauhan, A., & Singh, N. (2014). Metacognition: A conceptual framework. International Journal of Education and Psychological Research (IJEPR), 3 (3), 21-22. Cox. M. T. (2005). Metacognition in computation: A selected research review. Artificial Intelligence, 169(2), 104-141. Daher, W., & Baya'a, N. (2014). Integrating HOTS Activities with GeoGebra in Pre-Service Teachers’ Preparation. International Journal of Educational and Pedagogical Sciences Vol:9, No:7, 2441-2444. Daher, W., & Baya'a, N. (2015). Integrating HOTS Activities with Geogebra in Pre-Service Teachers' Preparation. International Scholarly and Scientific Research & Innovation 9(7), 2441-2444. Davidson, J. E., & Sternberg, R. J. (1998). Smart problem solving: How metacognition helps. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), The educational psychology series-Metacognition in educational theory and practice (pp. 47-68). Mahwah, NJ: Lawrence Erlbaum Associates. Du Toit, S. & Kotze, G. (2009). Metacognitive strategies in the teaching and learning of mathematics. Pythagoras, 70, 57–67. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911. Flavell, J. (1999). Cognitive development: children‟s knowledge about the mind. Annual review of psychology, 50, 21-45. Gavelek, J. R., Raphael, T. E. (1985), Metacognition, instruction, and questioning, In D. L. Forrest-Pressley, G. E. MacKinnon, T.G. Waller (Eds.), Metacognition, cognition, and human performance (Vol. II, pp. 103- 132), Orlando: Academic Press. Guss, C., and Wiley, B. (2007). Metacognition of problem solving strategies in Brazil, India, and the United States. Journal of Cognition and Culture, 7, 1 – 25. Hurme, T.-R., Palonen, T. and Järvelä, S. 2006. Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the net worked discussions in mathematics. Metacognition and Learning, 1, 181–200. Lerman, S. (1990). The role of research in the practice of mathematics education. For the Learning of Mathematics, 10(2), 25–28. Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699. McLeod, L. (1997). Young children and metacognition: Do we know what they know they know? And if so, what do we do about it? Australian Journal of Early Childhood, 22(2), 6-11. Ng, W. & Nicholas, H. (2012). A framework for sustainable mobile learning in schools. British Journal of Educational Technology, 43(1), 1-21. Panaoura, A., & Panaoura, P. (2006), Cognitive and metacocognitive performance on mathematics, In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings 30th conference of the Int J Res Educ Sci 303 international group for the psychology of mathematics education, vol. 4, (pp. 313-320), Prague, Czech Republic: PME Panaoura, A., Philippou, G., & Christou, C. (2003). Young pupils’ metacognitive ability in mathematics. Paper presented at the Third Conference of the European Society for Research in Mathematics Education. Schneider, W. & Lockl, K. (2002). The development of metacognitive knowledge in children and adolescents. In Perfect, T. & Schwartz, B. (Eds.), Applied metacognition. Cambridge, UK: Cambridge University Press. Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM - The International Journal on Mathematics Education, 42(2), 149-161. Schoenfeld, H. (1992). Learning to think mathematically: problem solving, metacognition and sense making in mathematics. In D. A. Grouws (Ed), Handbook of research on mathematics teaching and learning (pp. 334-368). New York: McMillan. Spiller, D., & Ferguson, P.B. (2011). Teaching strategies to promote the development of students’ learning skills. Hamilton, New Zealand: Teaching Development Unit. Swanson, H. & Torhan, M. (1996). Learning disabled and average readers’ working memory and comprehension: does metacognition play a role? British Journal of Educational Psychology, 66 (3), 333-355. Veenman, M.V.J., Van Hout-Wolters, B.H.A.M, & Afflerbach, P. (2006). Metacognition and Learning: Conceptual and Methodological Considerations. Metacognition and Learning, 1, 3-14.
Year 2018, Volume: 9 , 239 - 249, 18.08.2018

Abstract

References

  • An, Y.J., & Cao, L. (2014). Examining the effects of metacognitive scaffolding on students' design problem solving and metacognitive skills in an online environment. Journal of Online Learning and Teaching, 10(4), 552. Awawdeh-Shahbari, J., Daher, W. & Raslan, S. (2014). Mathematical knowledge and the cognitive and metacognitive processes emerged in model-eliciting activities. International Journal of New Trends in Education and Their Implications, 5 (2), 209-2019. Chauhan, A., & Singh, N. (2014). Metacognition: A conceptual framework. International Journal of Education and Psychological Research (IJEPR), 3 (3), 21-22. Cox. M. T. (2005). Metacognition in computation: A selected research review. Artificial Intelligence, 169(2), 104-141. Daher, W., & Baya'a, N. (2014). Integrating HOTS Activities with GeoGebra in Pre-Service Teachers’ Preparation. International Journal of Educational and Pedagogical Sciences Vol:9, No:7, 2441-2444. Daher, W., & Baya'a, N. (2015). Integrating HOTS Activities with Geogebra in Pre-Service Teachers' Preparation. International Scholarly and Scientific Research & Innovation 9(7), 2441-2444. Davidson, J. E., & Sternberg, R. J. (1998). Smart problem solving: How metacognition helps. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), The educational psychology series-Metacognition in educational theory and practice (pp. 47-68). Mahwah, NJ: Lawrence Erlbaum Associates. Du Toit, S. & Kotze, G. (2009). Metacognitive strategies in the teaching and learning of mathematics. Pythagoras, 70, 57–67. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911. Flavell, J. (1999). Cognitive development: children‟s knowledge about the mind. Annual review of psychology, 50, 21-45. Gavelek, J. R., Raphael, T. E. (1985), Metacognition, instruction, and questioning, In D. L. Forrest-Pressley, G. E. MacKinnon, T.G. Waller (Eds.), Metacognition, cognition, and human performance (Vol. II, pp. 103- 132), Orlando: Academic Press. Guss, C., and Wiley, B. (2007). Metacognition of problem solving strategies in Brazil, India, and the United States. Journal of Cognition and Culture, 7, 1 – 25. Hurme, T.-R., Palonen, T. and Järvelä, S. 2006. Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the net worked discussions in mathematics. Metacognition and Learning, 1, 181–200. Lerman, S. (1990). The role of research in the practice of mathematics education. For the Learning of Mathematics, 10(2), 25–28. Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699. McLeod, L. (1997). Young children and metacognition: Do we know what they know they know? And if so, what do we do about it? Australian Journal of Early Childhood, 22(2), 6-11. Ng, W. & Nicholas, H. (2012). A framework for sustainable mobile learning in schools. British Journal of Educational Technology, 43(1), 1-21. Panaoura, A., & Panaoura, P. (2006), Cognitive and metacocognitive performance on mathematics, In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings 30th conference of the Int J Res Educ Sci 303 international group for the psychology of mathematics education, vol. 4, (pp. 313-320), Prague, Czech Republic: PME Panaoura, A., Philippou, G., & Christou, C. (2003). Young pupils’ metacognitive ability in mathematics. Paper presented at the Third Conference of the European Society for Research in Mathematics Education. Schneider, W. & Lockl, K. (2002). The development of metacognitive knowledge in children and adolescents. In Perfect, T. & Schwartz, B. (Eds.), Applied metacognition. Cambridge, UK: Cambridge University Press. Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM - The International Journal on Mathematics Education, 42(2), 149-161. Schoenfeld, H. (1992). Learning to think mathematically: problem solving, metacognition and sense making in mathematics. In D. A. Grouws (Ed), Handbook of research on mathematics teaching and learning (pp. 334-368). New York: McMillan. Spiller, D., & Ferguson, P.B. (2011). Teaching strategies to promote the development of students’ learning skills. Hamilton, New Zealand: Teaching Development Unit. Swanson, H. & Torhan, M. (1996). Learning disabled and average readers’ working memory and comprehension: does metacognition play a role? British Journal of Educational Psychology, 66 (3), 333-355. Veenman, M.V.J., Van Hout-Wolters, B.H.A.M, & Afflerbach, P. (2006). Metacognition and Learning: Conceptual and Methodological Considerations. Metacognition and Learning, 1, 3-14.
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Details

Primary Language English
Journal Section Articles
Authors

Wajeeh Daher This is me

Nimer Baya'a This is me

Otman Jaber This is me

Ahlam Anabousy This is me

Publication Date August 18, 2018
Published in Issue Year 2018 Volume: 9

Cite

APA Daher, W., Baya’a, N., Jaber, O., Anabousy, A. (2018). Developing Pre-service Mathematics Teachers’ Metacognitive Thinking for Learning and Teaching with Mobile Technology. The Eurasia Proceedings of Educational and Social Sciences, 9, 239-249.