<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Simon Adjei Tachie</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mathematics class</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">open approach</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">reflective classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">school learners</style></keyword><keyword><style  face="normal" font="default" size="100%">student teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1566969399.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">528-544</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VISUAL LITERACY – ONE OF 21ST CENTURY LITERACIES FOR SCIENCE TEACHING AND LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">multiliteracy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1503128163.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">For understanding information and explanation while learning about the nature (so: biology, chemistry, physics...) via ICT the student must have developed skills implied in the terminus 21st century literacy, which implies so called computer literacy, media literacy, information literacy and above all visual literacy. Visual literacy in needed for perception of visual data in the multimedia text, to understand them and to interpret them correctly. But that is not all, for reading longer texts where words and images have an (equal) important role the student needs metacognitive strategies and specific metacognitive strategies implied in the conception of new literacy's too. This new and old literacy and new and old metacognitive strategies must be taught in the 21st century school in the frame of mother tongue lessons and in the frame of science lessons.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-17</style></section></record></records></xml>