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Exploring Metacognition in Preservice Teachers:Problem Solving Processes in Elementary Mathematics

Dana Sparkman*, Kymberly Harris**

* Assistant Professor, Program in Early Childhood Education, Georgia Southern University

** Assistant Professor, Program in Special Education, Georgia Southern University

Periodicity:February - April'2009
DOI : https://doi.org/10.26634/jpsy.2.4.268

Abstract

In Principles and Standards for School Mathematics (2000), the (U.S.) National Council of Teachers of Mathematics recommended that students communicate their mathematical thinking in a logical manner, and use the language of mathematics to express their thinking accurately and logically. Students should not only learn mathematics content, but should learn how to generate ideas, express them in multiple ways, and justify their thinking (Carpenter, Franke, & Levi, 2003). Journals are an effective way for students to communicate their understanding of mathematics content while using the process standards of problem solving, reasoning and proof, connections, and representation.

This article describes the use of mathematics journals by undergraduate early childhood education majors in a mathematics methods course. In this course, preservice teachers are asked to use journals to examine their own problem solving skills, through written and oral reflection. Samples of student reflections of their problem solving processes are included.

Keywords

Metacognition In Problem Solving, Problem Solving Processes, Metacognition In Mathematics.

How to Cite this Article?

Dana Sparkman and Kymberly Harris (2009). Exploring Metacognition in Preservice Teachers: Problem Solving Processes in Elementary Mathematics. i-manager’s Journal on Educational Psychology, 2(4), 9-13. https://doi.org/10.26634/jpsy.2.4.268

References

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