In the present research, we educated mathematics pre-service teachers in using metacognition as learners and teachers of mathematics. This education was performed in one-year and was part of the participants’ practical training in the training schools and in the frame of a reflection-based course related to the practical training. We studied the development of pre-service teachers’ use and perceptions of using metacognitive skills in problem solving as part of mathematics learning. In addition, we verified whether the pre-service teachers’ achievement in the different sets of B.Ed. courses has significant correlations with their metacognitive skills. Twenty pre-service teachers participated in the preparation. They were in their third academic year majoring in teaching mathematics and computer science in middle schools. The research results indicated that the educating program resulted in significant improvement in the pre-service teachers’ scores in metacognitive skills, except in selecting solving strategies. In addition, the research results indicated that the achievement of the pre-service teachers in computer science courses, TPACK (Technology Pedagogy and Content Knowledge) courses and pedagogic training courses had significant correlation with the evaluating metacognitive skill. The other correlations between the achievement in the different sets of B.Ed. courses and the pre-service teachers’ metacognitive skills were insignificant.

عنوان المؤتمر

13th Annual International Conference on Mathematics & Statistics: Teaching, Theory & Applications,

دولة المؤتمر

اليونان

تاريخ المؤتمر

1 يوليو، 2019 - 4 يوليو، 2019

راعي المؤتمر

Athens Institute For Education & Research

معلومات إضافية

موقع المؤتمر الإلكتروني