Promoting teachers’ algebraic reasoning and selfregulation with metacognitive guidance
 Bracha Kramarski
 … show all 1 hide
Rent the article at a discount
Rent now* Final gross prices may vary according to local VAT.
Get AccessAbstract
This study investigates algebraic reasoning and selfregulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixtyfour Israeli teachers participated in a 3year program designed to enhance mathematical knowledge. Results indicated that the PD + Meta teachers outperformed the PD teachers on various algebraic procedural and reallife tasks regarding conceptual mathematical explanations. In addition, the PD + Meta group outperformed the PD group in using selfmonitoring and evaluation strategies in algebraic problem solving. We discuss educational and practical implications.
 Boekaerts, M. (1997). Selfregulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161–186. CrossRef
 Butler, D. L., & Winne, P. H. (1995). Feedback and selfregulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281.
 De Corte, E., Verschaffel, L., & Eynde, P. O. (2000). Selfregulation: A characteristic and a goal of mathematics education. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.) Handbook of selfregulation (pp. 687–726). San Diego, CA: Academic. CrossRef
 Farmer, J., Gerretson, H., & Lassak, M. (2003). What teachers take from professional development: Cases and implications. Journal of Mathematics Teacher Education, 6(4), 331–360. CrossRef
 Fennema, E., & Franke, M. (1992). Teachers’ knowledge and its impact. In D. Grouws (Ed.) Handbook of research on mathematics teaching and learning (pp. 147–164). New York: Macmillan.
 Friel, S., Rachlin, S., Doyle, D., Nygard, C., Pugalee, D., & Ellis, M. (2001). Navigating through algebra in grades 6–8. Principles and standards for school mathematics navigations series. Reston, VA: National Council of Teachers of Mathematics.
 Harel, G., & Lim, K. (2004). Mathematics teachers’ knowledge base: Preliminary results. In M. Hoines, & A. Fuglestad (Eds.) Proceeding of the 28th annual meeting of the International Group for the Psychology of Mathematics Education (vol. Vol. 3, (pp. 25–32)). Bergen, Norway: Bergen University College.
 Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., et al. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12–21.
 Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. CrossRef
 Kramarski, B. (2004). Making sense of graphs: Does metacognitive instruction make a difference on students’ mathematical conceptions and alternative conceptions. Learning and Instruction, 14, 593–619. CrossRef
 Kramarski, B., & Hirsch, C. (2003). Using computer algebra systems in mathematical classrooms. Journal of Computer Assisted Learning, 19, 35–45. CrossRef
 Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effect of cooperative learning and metacognitive training. American Educational Research Journal, 40, 281–310. CrossRef
 Kramarski, B., & Mizrachi, N. (2006). Online discussion and selfregulated learning: Effects of instructional methods on mathematical literacy. Journal of Educational Research, 99(4), 218–230. CrossRef
 Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of metacognitive training on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225–250. CrossRef
 Kuchemann, D. (1981). Algebra. In Children’s understanding of mathematics: 11–16 (pp. 102–119). London: Murray.
 Leat, D., & Lin, M. (2003). Developing a pedagogy of metacognition and transfer: Some signposts for the generation and use of knowledge and the creation of research partnerships. British Educational Research Journal, 29(3), 383–414. CrossRef
 Macgregor, M., & Stacey, K. (1997). Students’ understanding of algebraic notation: 11–15. Educational Studies in Mathematics, 33, 1–19. CrossRef
 Mevarech, Z. R., & Karmarski, B. (1997). Improve: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34(2), 365–394.
 Montague, M., & Bos, C. S. (1990). Cognitive and metacognitive characteristics of eighthgrade students’ mathematical problem solving. Learning and Individual Differences, 2, 371–388. CrossRef
 National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
 National Council of Teachers of Mathematics (2006). Curriculum focal points for mathematics in prekindergarten through grade 8. Reston, VA: Author.
 Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1, 117–175. CrossRef
 Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56(1), 67–96. CrossRef
 Peterson, P. L., Fenema, E., Carpenter, T. P., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40. CrossRef
 Pintrich, P. R. (2000). The role of goal orientation in selfregulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.) Handbook of selfregulation (pp. 451–502). San Diego, CA: Academic. CrossRef
 PISA (2003). Literacy skills for the world of tomorrow. Further Results from PISA 2000, Paris.
 Polya, G. (1957). How to solve it? (2nd ed.). NJ: Princeton University Press.
 Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4–15.
 Resh, N., & Kramarski, B. (2007). Teachers’ beliefs and pedagogical practice: Do they fit requirements as implied by the PISA’s model for teaching literacy? Educational Practice and Theory, 29(2).
 Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.) Handbook of research on mathematics teaching and learning (pp. 165–197). New York: Macmillan.
 Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting selfregulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139. CrossRef
 Sfard, A., & Linchevski, L. (1994). The gains and the pitfalls reification—The case of algebra. Educational Studies in Mathematics, 26, 191–228. CrossRef
 Shulman. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
 Shulman, L. S., & Sparks, D. (1992). Merging content knowledge and pedagogy: An interview with Lee Shulman. Journal of Staff Development, 13(1), 14–16.
 Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: Free Press.
 Veenman, M. V. J., Van HoutWolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3–14. CrossRef
 Xiaodong, L., Schwartz, D. L., & Hatano, G. (2005). Toward teachers’ adaptive metacognition. Educational Psychologist, 40(4), 245–255. CrossRef
 Zimmerman, B., & Schunk, D. (2001). Reflections on theories of selfregulated learning and academic achievement. In B. Zimmerman, & D. Schunk (Eds.) Selfregulated learning and academic achievement: Theoretical perspectives (2nd ed.) (pp. 289–307). Mahwah, NJ: Erlbaum.
 Zohar, A. (2004). Hogher order thinking in science classrooms: Students’ learning and teachers’ professional development. Netherlands: Kluwer.
 Title
 Promoting teachers’ algebraic reasoning and selfregulation with metacognitive guidance
 Journal

Metacognition and Learning
Volume 3, Issue 2 , pp 8399
 Cover Date
 20080801
 DOI
 10.1007/s1140900890206
 Print ISSN
 15561623
 Online ISSN
 15561631
 Publisher
 Springer US
 Additional Links
 Topics
 Keywords

 Elementary school teachers
 Professional development
 Algebraic reasoning
 Metacognitive guidance
 Selfmonitoring and evaluation strategies
 Authors

 Bracha Kramarski ^{(1)}
 Author Affiliations

 1. School of Education, BarIlan University, RamatGan, 52900, Israel