Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers

Abstract

Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach mathematics without a model for reference. This preservice geometry content course was designed specifically for future elementary teachers with the intent of modeling effective non-traditional methods of instruction. Unfortunately, analysis of classroom observations suggested that even in this carefully designed inquiry-based course, there is a lack of cognitive and metacognitive thoughts being made visible for use as part of instruction. Content courses, such as this one, are the final opportunities to help students learn mathematics content in an environment supported by positive research findings, thus teacher education is missing an opportunity to provide a potentially powerful learning experience for future teachers.