Metacognitive strategies in the teaching and learning of mathematics
Metacognitive strategies in the teaching and learning of mathematics
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数学教学中的元认知策略
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
G. Kotzé
中科院分区：
文献类型：
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作者：
S. D. Toit;G. Kotzé
本研究的主要目的是调查11年级数学学习者和他们的教师使用元认知策略的情况。提出了两个目标：探讨高一数学学习者和数学教师可以采用哪些元认知策略来提高学习者的元认知水平，以及高一数学学习者和数学教师使用元认知策略的程度。问卷被用来获得关于学习者和教师使用元认知策略的定量数据。研究结果表明，教师和学生都使用最多的是计划策略和评价思维和行动方式。记日记和出声思考被教师和学习者使用最少。
The broad aim of this study was to investigate the use of metacognitive strategies by Grade 11 mathematics learners and their teachers. Two objectives were stated: To investigate which metacognitive strategies Grade 11 mathematics learners and mathematics teachers can employ to enhance metacognition among learners, and to investigate the extent to which Grade 11 mathematics learners and teachers use metacognitive strategies. Questionnaires were used to obtain quantitative data about the use of metacognitive strategies by learners and teachers. The findings indicate that planning strategy and evaluating the way of thinking and acting were used most by bothteachers and learners. Journal–keeping and thinking aloud were used least by teachers and learners.