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001-es BibID:	BIBFORM124944
035-os BibID:	(Scopus)85213295362 (WoS)001415846400020
Első szerző:	Kiss Márton (matematika- és fizikatanár)
Cím:	Monitoring activities in prospective teachers' mathematics lessons / Márton Kiss; Eszter Kónya
Dátum:	2024
ISSN:	1787-5021 1787-6117
Megjegyzések:	Research shows that teachers rarely or never pay attention to the "how" and "why" of using metacognitive skills. Mathematics teaching is more effective when metacognitive activities (planning, monitoring, and reflection) are implemented, and coherent discourses are developed in the classroom. The question arises as to whether the handling of these activities should be taught in a targeted way in teacher training or whether they are spontaneously integrated into practice by the end of the training. Our research investigated the emergence of monitoring activities in the lessons of prospective mathematics teachers in their secondary school teaching practice during classroom discussions. From the analysis of seven case studies, we conclude that monitoring activities are rare in the classroom despite the potential to trigger them is present. Prospective teachers cannot handle these situations appropriately spontaneously, so they need to be trained to deal with them.
Tárgyszavak:	Természettudományok Matematika- és számítástudományok idegen nyelvű folyóiratközlemény hazai lapban folyóiratcikk metacognition monitoring teacher training
Megjelenés:	Annales Mathematicae et Informaticae. - 60 (2024), p. 190-204. -
További szerzők:	Herendiné Kónya Eszter (1967-) (matematikus)
Pályázati támogatás:	KOZOKT2021-16 Egyéb
Internet cím:	Intézményi repozitóriumban (DEA) tárolt változat DOI
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