A case study: assessment of preservice secondary mathematics teachers’ metacognitive behaviour in the problem-solving process

摘要

The purpose of the present study was to investigate preservice secondary mathematics teachers’ metacognitive behaviour in the mathematical problem-solving process. The case study methodology was employed with six preservice mathematics teachers, enrolled at one university in Ankara, Turkey. We collected data by using the think aloud method, which lasted for two sessions. It was found that there was no relationship between academic achievement and frequencies of metacognitive behaviour. However, the types of problems could affect these frequencies. Furthermore, there was no pattern in metacognitive behaviour with respect to achievement and type of problem.