Literaturnachweis - Detailanzeige
| Autor/inn/en | Artzt, Alice F.; Armour-Thomas, Eleanor |
|---|---|
| Titel | Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics. |
| Quelle | In: Instructional Science, 26 (1998) 1-2, S.5-25Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0020-4277 |
| Schlagwörter | Audiotape Recordings; Beginning Teachers; Interviews; Lesson Plans; Mathematics; Mathematics Teachers; Metacognition; Observation; Problem Solving; Secondary Education; Secondary School Mathematics; Teacher Role; Teaching Experience; Teaching Methods; Videotape Recordings Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Mathematik; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Beobachtung; Problemlösen; Sekundarbereich; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of teachers plays a well-defined role in classroom practice. (AEF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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