Exploratory study on the metacognitive practices that elementary school teachers promote in their ordinary Mathematics classes. An interpretative frame

Abstract

The purpose of this paper is to explore the metacognitive practices that elementary school teachers foster in their Mathematics classes under conditions of non interference. In order to accomplish this, the paper defines an Interpretative Frame that serves as the basis for examining the cognitive and metacognitive processes that arise in the mathematics classroom. The Frame is applied in the exploratory case study of metacognitive practices promoted by two elementary school teachers in their regular Mathematics classes. Non-participating observation was chosen for data collection and our focus centered on proportional reasoning-related contents. The experience shows, inter alia, the flexibility, scope and consistency of the frame.