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Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics

  • Artzt A
  • Armour-Thomas E
DOI: 10.1007/978-94-017-2243-8_7
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Abstract

The purpose of this exploratory study was to use a “teaching as problem solving” perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning teachers of secondary school...

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Artzt, A. F., & Armour-Thomas, E. (2001). Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics (pp. 127–148). https://doi.org/10.1007/978-94-017-2243-8_7

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