A study for profiling mathematics teachers regarding factors affecting promotion of students' metacognition

Overview & Synopsis

The main objective of this study was to describe mathematics teachers' profiles on factors affecting their promotion of students' metacognition through developing profiling tools. In the light of this aim, four factors from the Framework for Analysing Mathematics Teaching for the Advancement of Metacognition-FAMTAM-(Ader, 2009) were used. The factors were (1) teachers' conceptu-alization of metacognition, (2) teachers' perceptions of students' features and needs, (3) distribution of mathematical authority in the classroom and (4) the external pressure perceived by teachers. The sample consisted of 314 middle and secondary school mathematics teachers. In this study, descriptive, correlational and causal comparative research designs were used. The main findings indicated that most mathematics teachers were conceptualized what metacognition is. They were aware of students' features and needs. They supported a learning environment where mathematical authority was exercised by students. They perceived high external pressure from various factors influencing their promotion of students' metacognition.