Examining Mathematics Teachers' Metacognitive Teaching Experiences

Öz

The purpose of this study is to explore the teaching experiences of mathematics teachers who have received training on metacognition, with a particular emphasis on the instructional practices they employ to enhance students’ metacognitive development. Adopting a qualitative research approach, the study was designed within the framework of phenomenology in order to gain an in-depth understanding of teachers’ lived experiences. The participants consisted of two mathematics teachers who had undergone formal training in metacognitive strategies. Data were collected through semi-structured interviews using an interview form comprising eight open-ended questions designed to elicit detailed reflections on their teaching practices. The data were analyzed using the phenomenological analysis method outlined by Moustakas (1994), which allowed for the identification of common themes and patterns across participants’ experiences. The analysis yielded eight overarching themes: lesson planning, teachers’ awareness of students’ competencies, strategic interventions to address learning difficulties, recognition of students’ alternative problem solving approaches, participation in and encouragement of the learning assessment process, supporting students’ learning strategies, homework assignment practices, and fostering students’ metacognitive development. The findings indicate that mathematics teachers trained in metacognition integrate metacognitive strategies throughout multiple stages of their instructional process, including planning, classroom implementation, and evaluation. Moreover, their practices highlight an intentional effort to cultivate students’ ability to monitor, regulate, and reflect on their own learning processes. These results underscore the importance of providing targeted metacognition-focused professional development for teachers, as such training equips them with strategies that can meaningfully enhance students’ higher-order thinking and self-regulated learning skills within mathematics education.

Anahtar Kelimeler

• Metacognition
• Mathematics Teachers
• Teaching Experiences

Matematik Öğretmenlerinin Üst Bilişsel Öğretim Deneyimlerinin İncelenmesi

Öz

Bu çalışmanın amacı, özellikle öğrencilerin üstbilişsel gelişimini artırmak için kullandıkları öğretim uygulamalarına odaklanarak, üstbiliş konusunda eğitim almış matematik öğretmenlerinin öğretim deneyimlerini incelemektir. Nitel bir araştırma yaklaşımı benimseyen çalışma, öğretmenlerin deneyimlerini derinlemesine anlamak amacıyla fenomenoloji çerçevesinde tasarlanmıştır. Katılımcılar, üstbilişsel stratejiler konusunda resmi eğitim almış iki matematik öğretmeninden oluşmuştur. Veriler, öğretim uygulamalarına ilişkin ayrıntılı yansımaları ortaya çıkarmak için tasarlanmış sekiz açık uçlu sorudan oluşan bir görüşme formu kullanılarak yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Veriler, katılımcıların deneyimlerinde ortak temaları ve kalıpları belirlemeye olanak tanıyan Moustakas (1994) tarafından özetlenen fenomenolojik analiz yöntemi kullanılarak analiz edilmiştir. Analiz, sekiz ana tema ortaya koymuştur: ders planlaması, öğretmenlerin öğrencilerin yeterliliklerinin farkında olması, öğrenme güçlüklerini gidermeye yönelik stratejik müdahaleler, öğrencilerin alternatif problem çözme yaklaşımlarının tanınması, öğrenme değerlendirme sürecine katılım ve teşvik, öğrencilerin öğrenme stratejilerinin desteklenmesi, ödev verme uygulamaları ve öğrencilerin üstbilişsel gelişiminin teşvik edilmesi. Bulgular, üstbiliş konusunda eğitim almış matematik öğretmenlerinin, planlama, sınıf içi uygulama ve değerlendirme de dahil olmak üzere öğretim süreçlerinin birçok aşamasında üstbilişsel stratejileri entegre ettiklerini göstermektedir. Dahası, uygulamaları, öğrencilerin kendi öğrenme süreçlerini izleme, düzenleme ve üzerinde düşünme yeteneklerini geliştirmeye yönelik bilinçli bir çabayı vurgulamaktadır. Bu sonuçlar, öğretmenler için hedefli üstbiliş odaklı mesleki gelişim sağlamanın önemini vurgulamaktadır; çünkü bu tür eğitimler, öğrencilerin matematik eğitiminde üst düzey düşünme ve öz düzenlemeli öğrenme becerilerini anlamlı bir şekilde geliştirebilecek stratejilerle donatmalarını sağlamaktadır.

Anahtar Kelimeler

• Üstbiliş
• Matematik Öğretmenleri
• Öğretim Deneyimleri

Kaynakça

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