Exploring teachers’ metacognition in mathematics classroom under PLC for students’ self-regulated learning
List of Authors
  • Yuan-Horng Lin

Keyword
  • mathematics instruction, professional learning community, self-regulated learning, teachers’ metacognition

Abstract
  • This study aims to explore the improvement of primary school teachers’ metacognition in mathematics instruction. The primary school teachers participate in professional learning community (PLC) for self-regulated learning (SRL) in mathematics classroom. Much literature points out that strategies of self-regulated learning can be taught to students in mathematics classroom. Moreover, teachers' metacognitive ability will affect their teaching effectiveness. In response to the issue of this study, there are two major explorations. Firstly, this study develops teachers’ metacognition scale for mathematics instruction and then verifies its construct validity and reliability. Secondly, the researcher carries out primary school teachers’ PLC for SRL in mathematics classroom. Participants are teachers from one primary school in rural area. Results show the construct validity and reliability of teachers’ metacognition scale for mathematics instruction are acceptable. In addition, mean of statistical test indicates that teachers’ metacognition for mathematics instruction are improved significantly. Therefore, it indicates PLC for SRL in mathematics classroom is effective way to promote teachers’ metacognition. Based on the findings, some suggestions for future studies and mathematics teachers’ professional knowledge are discussed.

Reference
  • 1. Ahmed, W., Van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105, 150-161.

    2. Balcikanli, C. (2011). Metacognitive awareness inventory for teachers (MAIT). Electronic Journal of Research in Educational Psychology, 9, 1309-1332.

    3. Barr, S., & Askell-Williams, H. (2020). Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community. Asia-Pacific Journal of Teacher Education, 48, 187-212.

    4. Chauraya, M., & Brodie, K. (2017). Learning in professional learning communities: Shifts in mathematics teachers’ practices. African Journal of Research in Mathematics, Science and Technology Education, 21(3), 223-233.

    5. Demircioğlu, H., Argün, Z., & Bulut, S. (2010). A case study: assessment of preservice secondary mathematics teachers’ metacognitive behaviour in the problem-solving process. ZDM, 42, 493-502.

    6. De Smul, M., Heirweg, S., Devos, G., & Van Keer, H. (2020). It’s not only about the teacher! A qualitative study into the role of school climate in primary schools’ implementation of self-regulated learning. School Effectiveness and School Improvement, 31, 381-404.

    7. Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes–insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13, 127-157.

    8. DuFour, R. (2004). What is a 'professional learning community'?. Educational Leadership, 61 (8), 6-11.

    9. Gellert, L. M. (2013). Elementary School Teachers and Mathematics: Communities of Practice and an Opportunity for Change. Journal of Education and Learning, 2(4), 113-122.

    10. Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372-400.

    11. Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.

    12. Kramarski, B., & Revach, T. (2009). The challenge of self-regulated learning in mathematics teachers' professional training. Educational Studies in Mathematics, 72, 379-399.

    13. Mevarech, Z. R., & Fan, L. (2018). Cognition, metacognition, and mathematics literacy. In Cognition, Metacognition, and Culture in STEM Education (pp. 261-278). Springer, Cham.

    14. Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review, 71, 483-500.

    15. Prediger, S., Roesken-Winter, B., Stahnke, R., & Pöhler, B. (2022). Conceptualizing content-related PD facilitator expertise. Journal of Mathematics Teacher Education, 25, 403-428.

    16. Prytula, M. P. (2012). Teacher metacognition within the professional learning community. International Education Studies, 5(4), 112-121.

    17. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science. 26, 113-125.

    18. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258.

    19. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5, 269-288.

    20. Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111, 522-541.

    21. Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press.

    22. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.