Metacognition and Learning

, Volume 3, Issue 2, pp 83–99

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


DOI: 10.1007/s11409-008-9020-6

Cite this article as:
Kramarski, B. Metacognition Learning (2008) 3: 83. doi:10.1007/s11409-008-9020-6


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.


Elementary school teachers Professional development Algebraic reasoning Metacognitive guidance Self-monitoring and evaluation strategies 

Copyright information

© Springer Science + Business Media, LLC 2008

Authors and Affiliations

  1. 1.School of EducationBar-Ilan UniversityRamat-GanIsrael

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