Monitoring activities in prospective teachers’ mathematics lessons

Kiss, Márton and Kónya, Eszter (2024) Monitoring activities in prospective teachers’ mathematics lessons. ANNALES MATHEMATICAE ET INFORMATICAE, 60. pp. 190-204. ISSN 1787-6117

Preview

Text AMI_60_from190to204.pdf - Published Version Download (613kB) | Preview

Abstract

Research shows that teachers rarely or never pay attention to the “how” and “why” of using metacognitive skills. Mathematics teaching is more effective when metacognitive activities (planning, monitoring, and reflection) are implemented, and coherent discourses are developed in the classroom. The question arises as to whether the handling of these activities should be taught in a targeted way in teacher training or whether they are spontaneously integrated into practice by the end of the training. Our research investigated the emergence of monitoring activities in the lessons of prospective mathematics teachers in their secondary school teaching practice during classroom discussions. From the analysis of seven case studies, we conclude that monitoring activities are rare in the classroom despite the potential to trigger them is present. Prospective teachers cannot handle these situations appropriately spontaneously, so they need to be trained to deal with them.

Actions (login required)

Edit Item