FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH
Title | FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH |
Publication Type | Journal Article |
Year of Publication | 2019 |
Authors | Tachie, SA |
Journal | Problems of Education in the 21st Century |
Volume | 77 |
Issue | 4 |
Start Page | 528-544 |
Pagination | Continuous |
Date Published | August/2019 |
Type of Article | Original article |
ISSN | 1822-7864 |
Other Numbers | E-ISSN 2538-7111 |
Keywords | mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers |
Abstract | The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa’s universities; data were collected through observation and focus group interviews. The research’s main findings indicated that student teachers’ interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students’ reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students’ mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. |
URL | http://oaji.net/articles/2019/457-1566969399.pdf |
DOI | 10.33225/pec/19.77.528 |
Refereed Designation | Refereed |
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