Transmitting Metacognitive Pedagogy to Math Pre-Service Educators

Abstract

The purpose of this chapter is to investigate the impact of embedding metacognition into pre-service education with two intended outcomes: to develop pre-service educators' identification development of metacognition and to transmit metacognitive pedagogy to pre-service educators. An ethnography chronicles an intervention introduced through a mathematics methodology course for pre-service educators at a Canadian institution. The focus of the intervention emphasized explicit instruction of metacognition and the development of a metacognitive reflective practice supported by weekly metacognitive prompts. Data was collected from both students' reflections and instructor's responding prompts and were analyzed using thematic analysis.