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FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH

2019·Simon Adjei Tachie

Problems of Education in the 21st Century·Cilt 2019/77-legacy-4257, Sayı 4

The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase …

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PROBLEM KURMA DENEYİMLERİ VE MATEMATİK ÖĞRETİMİNDE AÇIK-UÇLU SORULARIN KULLANIMI

2015·Hayri AKAY, Danyal SOYBAS, Ziya ARGÜN

Kastamonu Üniversitesi Kastamonu Eğitim Dergisi·Cilt 2006/14, Sayı 1

The main purpose of this study is to explore effects of using short open-ended mathematics questions in mathematics education and of using problem posing approach on understanding and learning mathematical concepts. The participants for this study included three elementary school …

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