Perceiving, Behaving, Becoming: Lessons Learned

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The expectation is that students will be given problems that they have enough mathematical knowledge to approach, but that they will need to play, try ideas, and pursue dead-ends as they figure out how to make progress. In the IM curriculum, we put a lot of work into three areas that seem to help students shift how they participate in math class:.

Try noticing or asking your students about whether they believe:. Then you might wonder about whether those student beliefs will serve them well in a problem-based curriculum, in which they learn by trying problems collaboratively and comparing their ideas with their peers. Max Ray-Riek is the Director of Professional Development at Illustrative Mathematics and worked as a writer on the high school curriculum.

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Before coming to Illustrative Mathematics, Max worked for The Math Forum, focusing on fostering problem solving and making student thinking the center of math class. Max lives in Philadelphia with his wife, with whom he fosters puppies who will grow up to be trained to be service dogs. Thank you for sharing your light. I look forward to reading more. The teacher starts the work by explaining, the student starts by waiting and listening. Please take this quick survey to tell us about what happens after you publish a paper.

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Designing metacognitive activities that focus on both cognitive and social development is a theoretical and practical challenge. This balanced approach to metacognition concerns itself with many aspects of student development, ranging from academic competence to knowledge about the self-as-learner. In this article, I examine two basic approaches to supporting metacognition: a strategy training and b creation of a supprotive social environment for metacognition. There are also two kinds of content that are taught using these two approaches: a knowledge about a specific domain and b knowledge about the self-as-learner.

These approaches and contents have been used frequently in metacognitive interventions over the past two decades.


Each offers unique contributions to metacognitive development. However, programs that address these approaches and contents simultaneously are rare. Maintaining the coordination, on one hand, between strategy training and creating social supports, and on the other hand, between knowledge about the subject domain and knowledge about the self-as-learner, is a challenge for most design efforts in metacognition.

Future design issues include: a developing a system approach to promote coordination among these approaches and contents; and b finding ways to build knowledge about the self-as-learner. Unable to display preview. Download preview PDF. Skip to main content. Advertisement Hide.

Designing metacognitive activities. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, log in to check access. Bandura, A. Social foundations of thought and action: A social cognitive theory. Google Scholar. Self-efficacy: The exercise of control. New York: Freeman.

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