Educational Research and Innovation Critical Maths for Innovative Societies : the Role of Metacognitive Pedagogies.

Description

How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. While there is almost a consensus that mathematics problems appropriate for the 21st century should be complex, unfamiliar and non-routine (CUN), most of the textbooks still mainly include routine problems based on the application of ready-made algorithms. The time has come to introduce innovative instructional methods in order to enhance mathematics education and stud.  Read more... Foreword Acknowledgements Table of contents Acronyms and abbreviations Executive summary Introduction Mathematics education and problem-solving skills in innovative societies Complex, unfamiliar and non-routine problem solving Mathematical reasoning Mathematical creativity, divergent thinking and posing problems Mathematical communication Conclusion References What is metacognition? What is the difference between cognition and metacognition? Models of metacognition General versus domain-specific metacognition How does metacognition develop with age? How does metacognition affect learning and achievement?Conclusion References Metacognitive pedagogies Can metacognition be taught? What is the role of co-operative learning? Is explicit practice necessary? Metacognitive pedagogies: how, when and for whom? Conclusion References Metacognitive pedagogies in mathematics education Polya's heuristics for solving maths problems Schoenfeld's metacognitive instructional model IMPROVE model Verschaffel's model of metacognitive instruction for upper elementary school maths Singapore model of mathematics problem solving. Comparing the metacognitive modelsConclusion References The effects of metacognitive instruction on achievement The impact of metacognitive programmes on problem solving across age groups Immediate, delayed and lasting effects of metacognitive instruction What conditions work best for metacognitive instructional models? Conclusion References The effects of metacognitive pedagogies on social and emotional skills Can social-emotional skills be taught? Metacognitive pedagogies and their effects on social-emotional competencies. Type I studies: the effects of achievement-focused interventionsType II studies: using metacognitive pedagogies to promote social-emotional competencies Type III studies: the combined approach Conclusion References Combining technology and metacognitive processes to promote learning Combining domain-specific mathematics software with metacognitive instruction E-learning supported by metacognitive instruction Asynchronous learning networks supported by metacognitive instruction Mobile learning in mathematics Intelligent tutoring software Mathematics e-books Conclusion References. Metacognitive programmes for teacher trainingHow do teachers apply metacognitive processes in their classrooms? Implementing metacognitive pedagogies in professional development programmes The effects of metacognitive pedagogies on pre-service teachers Conclusion References Looking backwards: Summary and conclusion References.