A five-phase model for mathematical problem solving: Identifying synergies in pre-service-teachers’ metacognitive and cognitive actions

Based on empirical data from a study of pre-service teachers engaged in non-routine mathematics problem solving, a five-phase model is proposed to describe the range of cognitive and metacognitive approaches used. The five phases are engagement, transformation-formulation, implementation, evaluation...

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Bibliographic Details
Published in:	ZDM Vol. 42; no. 2; pp. 245 - 261
Main Authors:	Yimer, Asmamaw, Ellerton, Nerida F.
Format:	Journal Article
Language:	English
Published:	Berlin/Heidelberg Springer-Verlag 01.04.2010 Springer Nature B.V
Subjects:	Beliefs Cognition & reasoning Cognitive Processes Doctoral Dissertations Education Emotional Response Evaluative Thinking Failure Literature Reviews Mathematical problems Mathematics Mathematics Education Mathematics Teachers Metacognition Middle Schools Original Article Preservice Teacher Education Problem solving Qualitative Research Research Methodology Researchers Students Teacher Educators Teacher Improvement Teachers Teaching Methods Test Construction Cognition Reflection Mathematical problem solving Pre-service teachers Metacognition
ISSN:	1863-9690, 1863-9704
Online Access:	Get full text
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