@article {1231,
	title = {FOUNDATION PHASE STUDENTS{\textquoteright} METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {528-544},
	abstract = {The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers{\textquoteright} 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{\textquoteright}s universities; data were collected through observation and focus group interviews. The research{\textquoteright}s main findings indicated that student teachers{\textquoteright} 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{\textquoteright} 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{\textquoteright} mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. },
	keywords = {mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.528},
	url = {http://oaji.net/articles/2019/457-1566969399.pdf},
	author = {Simon Adjei Tachie}
}
