PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Characterizing normative metacognitive activity during problem solving in undergraduate classroom communities
Page: 1601
Mathematical problem-solving research studies abound, and a significant portion express therole of metacognition as an underlying component of the problem-solving process.Unfortunately, much of the research on metacognition in mathematics does not describethe explicit role metacognition plays during the problem-solving process. Moreover,metacognitive interventions are typically disconnected from natural mathematical activity anddiscourse within a classroom community. The purpose of this qualitative study is to characterizesociomathematical metacognitive norms within an introductory number theory course intendedfor pre-service teachers