Examining evidence of metacognition by preservice secondary mathematics teachers while solving tasks situated in the secondary curriculum

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dc.contributor Gleason, Jim
dc.contributor Kuntz, Aaron M.
dc.contributor Mundy, Charlotte A.
dc.contributor.advisor Zelkowski, Jeremy S.
dc.contributor.advisor Goldston, M. Jenice
dc.contributor.author Truelove, Hazel Stickney
dc.date.accessioned 2017-03-01T16:56:37Z
dc.date.available 2017-03-01T16:56:37Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001476
dc.identifier.other Truelove_alatus_0004D_11422
dc.identifier.uri https://ir.ua.edu/handle/123456789/1939
dc.description Electronic Thesis or Dissertation
dc.description.abstract The study's goal was to examine the metacognitive practices and problem solving by preservice secondary mathematics teachers within secondary core content areas. The effort to analyze and describe the processes led to qualitative methods, a multiple case study. Transcripts of problem solving sessions and interviews were coded for the presence of multiple strategies, descriptive language, and use of metacognitive stages. From this coding, detailed accounts of the participants' problem solving were developed and analyzed. Findings revealed conceptual and procedural obstacles existed when participants sought to find an efficient solution to some of the problem solving tasks. Half of the participants struggled with using algebraic symbolization to represent a relationship and all had difficulty describing the variability that existed within sets of data. Both of these skills are integral components of the current secondary curriculum. The analysis also revealed findings concerning the preservice teachers' mathematical practices. A study of the stages of problem solving suggested that the participants' had limited persistence in problem solving and restricted attention to reflection on the processes used. Similarly, an analysis of their language demonstrated incomplete development of concept definition and ineffective use of terminology in a mathematical context.
dc.format.extent 275 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Mathematics education
dc.subject.other Teacher education
dc.subject.other Secondary education
dc.title Examining evidence of metacognition by preservice secondary mathematics teachers while solving tasks situated in the secondary curriculum
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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