We conducted a 7-month video-based study in two sixth-grade classrooms focusing on teachers’ metacognitive and heuristic approaches to problem solving. All problem-solving lessons were analysed regarding the extent to which teachers implemented a metacognitive model and addressed a set of eight heuristics. We observed clear differences between both teachers’ instructional approaches. Besides, we examined teachers’ and students’ beliefs about the degree to which metacognitive and heuristic skills were addressed in their classrooms and observed that participants’ beliefs were overall in line with our observations of teachers’ instructional approaches. In addition, we investigated how students’ problem-solving skills developed as a result of teachers’ instructional approaches. A positive relationship between students’ spontaneous application of heuristics to solve non-routine word problems and teachers’ references to these skills in their problem-solving lessons was found. However, this increase in the application of heuristics did not result in students’ better performance on these non-routine word problems.
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 1 day ago
- RT @velonews: Time trials can be a snooze, but the elite men’s ITT championship race was quite the opposite. velonews.com/2017/09/news/b… 3 days ago
- RT @UMichFootball: It’s GAME DAY! And we’re back home! #GoBlue https://t.co/2D0LrxW26l 2 weeks ago
- RT @UMichFootball: Tomorrow, the Wolverines return to The Big House. “You get chills.” #GoBlue https://t.co/syU3YHTUxn 2 weeks ago
- RT @SpringerEdu: Special Issue from ZDM! Digital Curricula in Mathematics Education. Interested? Check this out link.springer.com/journal/11858/… htt… 3 weeks ago