Abstract
This chapter begins the third section of the book, in which I turn to analyse the video-recordings of Teacher A over a two-year period working with the same group of children. Teacher A, in interview, was explicit that she saw herself as wanting to develop in students the capacity to notice patterns, make conjectures, find counterexamples and begin working towards proving some of the things they noticed. At the end of year 2, I interviewed three pairs of her students (a high, middle and low attaining pair) and was immediately struck by the clarity with which students articulated how they worked in mathematics, and how closely their descriptions matched Teacher A’s expressed intentions.
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Keywords
- Metacognitive Knowledge
- Metacognitive Skill
- Metacognitive Monitoring
- Metacognitive Behaviour
- Narens Model
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© 2013 Sense Publishers
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Coles, A. (2013). On Metacognition. In: Coles, A. (eds) Being Alongside. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-212-9_7
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DOI: https://doi.org/10.1007/978-94-6209-212-9_7
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-212-9
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