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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Summary: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 and internalization, with each phase being described in terms of sub-categories. The model caters for a variety of pathways that can be adopted during any problem-solving process by recognizing that the path between these five phases is neither linear nor unidirectional.
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ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-009-0223-3