Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers.
Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers.
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元认知建模：使思维在教师的内容课程中可见。
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Kansas Conrady
中科院分区：
文献类型：
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作者：
Kansas Conrady
帮助学生发展他们运用数学实践的能力依赖于他们的意识和分享他们的思想的能力，并将其作为课堂教学的一部分。这种类型的教学往往不同于大多数教师的数学学习经验，因此要求教师重新思考没有模型的数学教学意味着什么。这门职前几何课程是专门为未来的小学教师设计的，旨在塑造有效的非传统教学方法。不幸的是，对课堂观察的分析表明，即使在这种精心设计的基于探究的课程中，也缺乏认知和元认知的思想，作为教学的一部分被使用。像这样的内容课程是帮助学生在积极研究成果支持的环境中学习数学内容的最后机会，因此教师教育错过了为未来教师提供潜在强大学习体验的机会。
Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach mathematics without a model for reference. This pre-service geometry content course was designed specifically for future elementary teachers with the intent of modeling effective non-traditional methods of instruction. Unfortunately, analysis of classroom observations suggested that even in this carefully designed inquiry -based course, there is a lack of cognitive and metacognitive thoughts being made visible for use as part of instruction. Content courses, such as this one, are the final opportunities to help students learn mathematics content in an environment supported by positive research findings, thus teacher education is missing an opportunity to provide a potentially powerful learning experience for future teachers.