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Transmitting Metacognitive Pedagogy to Math Pre-Service Educators

Transmitting Metacognitive Pedagogy to Math Pre-Service Educators

Justin Teeuwen, Geri Salinitri
Copyright: © 2019 |Pages: 27
ISBN13: 9781522578239|ISBN10: 1522578234|EISBN13: 9781522578246
DOI: 10.4018/978-1-5225-7823-9.ch020
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MLA

Teeuwen, Justin, and Geri Salinitri. "Transmitting Metacognitive Pedagogy to Math Pre-Service Educators." Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, edited by Gina J. Mariano and Fred J. Figliano, IGI Global, 2019, pp. 410-436. https://doi.org/10.4018/978-1-5225-7823-9.ch020

APA

Teeuwen, J. & Salinitri, G. (2019). Transmitting Metacognitive Pedagogy to Math Pre-Service Educators. In G. Mariano & F. Figliano (Eds.), Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments (pp. 410-436). IGI Global. https://doi.org/10.4018/978-1-5225-7823-9.ch020

Chicago

Teeuwen, Justin, and Geri Salinitri. "Transmitting Metacognitive Pedagogy to Math Pre-Service Educators." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, edited by Gina J. Mariano and Fred J. Figliano, 410-436. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7823-9.ch020

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Abstract

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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