Transmitting Metacognitive Pedagogy to Math Pre-Service Educators

Transmitting Metacognitive Pedagogy to Math Pre-Service Educators

Justin Teeuwen (University of Windsor, Canada) and Geri Salinitri (University of Windsor, Canada)
DOI: 10.4018/978-1-5225-7823-9.ch020


The purpose of this chapter is to investigate the impact of embedding metacognition into pre-service education with two intended outcomes: to develop pre-service educators' identification development of metacognition and to transmit metacognitive pedagogy to pre-service educators. An ethnography chronicles an intervention introduced through a mathematics methodology course for pre-service educators at a Canadian institution. The focus of the intervention emphasized explicit instruction of metacognition and the development of a metacognitive reflective practice supported by weekly metacognitive prompts. Data was collected from both students' reflections and instructor's responding prompts and were analyzed using thematic analysis.
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Literature Review

This literature review will provide the necessary definitions and relationships of the essential constructs, as well as the chosen theoretical frameworks supporting this research. Contained within this literature review is a framework for metacognition and its’ impact on critical thinking and problem solving. This literature review concludes with a suggested framework for instructing metacognition, which is then operationalized into the present study.

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