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An ethnographic study of mathematics teachers' promotion of metacognition from a constructivist perspective

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  1. Tez No: 402360
  2. Yazar: ENGİN ADER
  3. Danışmanlar: DR. PETER GATES
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Matematik, Education and Training, Mathematics
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2009
  8. Dil: İngilizce
  9. Üniversite: The University of Nottingham
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 381

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Özet (Çeviri)

This is an ethnographic study of three teachers' promotion of metacognition - a construct widely accepted as knowledge and regulation of thinking - from a constructivist perspective, focusing on teaching practices in secondary mathematics classrooms in the UK. I adopted a constructivist approach, endeavouring to reconcile the individual knowledge construction and the socio-cultural elements. I drew on the notions of misconceptions and cognitive conflicts to address misconceptions, in order to establish a medium of inquiry into metacognition in mathematics classrooms. The fieldwork can be divided into two phases as a developmental process. I worked with two mathematics teachers in two schools, over two terms, followed by fieldwork with a third teacher for over another term. With each teacher, after initial observations of their teaching, I observed their use of activities that I jointly developed with them and conducted interviews regarding their teaching. I aimed at analysing and substantiating the links and parallels between the two stages of my fieldwork, providing an account of the patterns in the teachers' promotion of metacognition and the underpinning factors. An important finding of the study was the differences in the teachers' emphasis on metacognition throughout the stages of the activities and the lessons, and during their interactions with the students of different achievement levels and progress with the activities. There were tensions and dilemmas such as the didactic-constructivist tension, the didactic tension and the metacognitive vicious circle which informed the teachers' practices. I developed the Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM), comprising four factors underpinning teachers' practices: their understanding of metacognition, their perceptions of students' features and needs, the distribution of mathematical authority and the external pressures teachers perceived. The role of a constructivist approach to teaching, ways to sustain the promotion of metacognition in the classrooms and teacher reflection are discussed as important implications of the study.

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