| Title | Chapter 9: Developing learners’ algebraic thinking through metacognitive strategies and mathematical language |
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| DOI | https://doi.org/10.4102/aosis.2024.BK484.09 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/484 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Bernadette Geduld, Byron J Bunt & Divan Jagals (eds.). Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | The ability to think algebraically is an important facet of mathematics learning and problem-solving. Worldwide, various educational stakeholders have raised their concern regarding the level of learners’ algebraic thinking. This chapter discusses the use of mathematical language and metacognitive strategies in fostering learners’ algebraic thinking. A design-based research approach, founded on a social constructivist research paradigm, was followed. The participants were one cohort of 37 Grade 7 mathematics learners at a dual-medium, multicultural school. They had to complete a vocabulary test on algebraic concepts and operations, followed by a written algebraic task, while the researcher observed them during mathematical activities. She exposed the learners to 10 metacognitive strategies as part of the class activities. Fourteen participants were purposively sampled for task-based interviews based on their performance in the vocabulary test. Results showed that the correct use of mathematical language and appropriate metacognitive strategies contributed to the development of learners’ algebraic thinking. The researcher developed a metacognitive strategy wheel that could assist teachers in exposing their learners to metacognitive strategies and the appropriate use thereof. |
| Print length | 25 pages |
| Language | English (Original) |
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Mariliza Pieters started her teaching career in 2011 as a Foundation Phase (Grade 1) teacher at a primary school in South Africa. Since then, she has also taught in the Intermediate and Senior Phases of this school. In 2016, she was promoted as the head of the department. Her duties entail the academic-related matters of the school. She is currently teaching Mathematics and Economic Management Sciences (EMS). She obtained her PhD in Mathematics Education in 2023 and was promoted as Deputy Principal in the same year. The focus of her thesis was on the development of algebraic thinking through mathematical language and metacognitive strategies. She is passionate about mathematics teaching and learning and dedicated to developing self-directed and life-long learners.
Annalie Roux is a senior lecturer in the School for Mathematics, Science and Technology Education, North-West University, South Africa. She holds a PhD in Mathematics Education obtained from the North-West University, Potchefstroom. Her research interest is in the field of metacognition and mathematics teacher education. She was the subject group leader for the subject group Mathematics Education for eight years. She has published articles in peer-reviewed journals, has presented papers at several national and international conferences and has successfully supervised various master’s and PhD students.
Tertia Jordaan holds a PhD in Mathematics Education from the North-West University, Potchefstroom. Her study aimed to determine how the mathematical competence and study orientation in mathematics of secondary school learners can be enhanced in a problem-solving learning context. Her study yielded guidelines to enhance both these aspects, thereby generating theoretical knowledge to the body of scholarship. She is a senior lecturer in Mathematics Education in the Faculty of Education at the North-West University, South Africa, and she has 26 years of teaching experience in the basic and higher education sectors. Her main responsibility includes lecturing and mentoring Bed Intermediate Phase (Intersen) teachers through contact and distance learning programmes. She is an active member of the sub-area cooperative and problem-based learning to enhance self-directed learning. Her research interests include mathematics education, self-directed learning, problem-based learning, game-based learning (GBL) and metacognition. She is a supervisor for postgraduate students and has published her work internationally. She is known by her academic peers in other Higher Education Institutes as an expert in problem-based learning, self-directed learning and mathematics.