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

- First Online:

- Received:
- Accepted:

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

## 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.