Cognitive and metacognitive skills performed by math teachers in the proving process of number theory

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dc.contributor.authorOzturk, Mesut
dc.date.accessioned2024-10-04T18:58:38Z
dc.date.available2024-10-04T18:58:38Z
dc.date.issued2021
dc.departmentBayburt Üniversitesien_US
dc.description.abstractEvaluating the proving process of mathematics teachers is important for the development of their proof skills. Developing the proof skills of teachers can contribute to their students’ meaningful learning of mathematics. For example, teachers showing simple proofs about number theory can make it easier for students to understand the concepts of multipliers and factors and the concepts of the greatest common divisor and the least common multiple. Within this context, this study was conducted in order to examine the cognitive and metacognitive skills performed by math teachers in the proving process. The study was conducted as a case study using qualitative research design. A total of 14 teachers participated in the study, six of which were elementary math teachers and eight were secondary math teachers. The data were collected through task-based interviews (think-aloud protocol), documents and observation forms. The collected data were analysed using the content analysis method. The results of the study showed that, based on the operational definition of cognition and metacognitive skills made in this study, elementary math teachers generally used cognitive skills, while secondary mathematics teachers performed metacognitive skills. © 2021, Athens Institute for Education and Research. All rights reserved.en_US
dc.identifier.doi10.30958/aje.8-1-4
dc.identifier.endpage72en_US
dc.identifier.issn2241-7958
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85099813254en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage53en_US
dc.identifier.urihttps://doi.org/10.30958/aje.8-1-4
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3926
dc.identifier.volume8en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAthens Institute for Education and Researchen_US
dc.relation.ispartofAthens Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectElementaryen_US
dc.subjectMath teachersen_US
dc.subjectNumber theoryen_US
dc.subjectProofen_US
dc.subjectSecondaryen_US
dc.titleCognitive and metacognitive skills performed by math teachers in the proving process of number theoryen_US
dc.typeArticleen_US

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