, Volume 3, Issue 2, pp 83-99
Date: 29 Jan 2008

Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance

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Abstract

This study investigates algebraic reasoning and self-regulation 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). Sixty-four Israeli teachers participated in a 3-year program designed to enhance mathematical knowledge. Results indicated that the PD + Meta teachers outperformed the PD teachers on various algebraic procedural and real-life tasks regarding conceptual mathematical explanations. In addition, the PD + Meta group outperformed the PD group in using self-monitoring and evaluation strategies in algebraic problem solving. We discuss educational and practical implications.