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Critical maths for innovative societies : the role of metacognitive pedagogies

Author: Zemirah Mevarekh; Bracha Kramarski; Organisation for Economic Co-operation and Development.; OECD iLibrary.
Publisher: Paris : OECD, [2014]
Series: Educational research and innovation.
Edition/Format:   eBook : Document : International government publication : EnglishView all editions and formats
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Genre/Form: Electronic books
e-book [online only]
Additional Physical Format: Print version:
Mevarech, Zemira.
Critical maths for innovative societies : the role of metacognitive pedagogies.
[Paris, France] : OECD, ©2014
194 pages
Material Type: Document, Government publication, International government publication, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Zemirah Mevarekh; Bracha Kramarski; Organisation for Economic Co-operation and Development.; OECD iLibrary.
ISBN: 9264211381 9789264211384 9789264223561 9264223568
OCLC Number: 900622358
Description: 1 online resource (194 pages) : color illustrations.
Contents: Foreword and Acknowledgements --
Acronyms and abbreviations --
Executive summary --
Introduction --
Mathematics education and problem-solving skills in innovative societies --
What is metacognition? --
Metacognitive pedagogies --
Metacognitive pedagogies in mathematics education --
The effects of metacognitive instruction on achievement --
The effects of metacognitive pedagogies on social and emotional skills --
Combining technology and metacognitive processes to promote learning --
Metacognitive programmes for teacher training --
Looking backwards: Summary and conclusion.
Series Title: Educational research and innovation.
Other Titles: Role of metacognitive pedagogies
Responsibility: Zemira Mevarech, Bracha Kramarski.

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How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. While there is almost a consensus that mathematics problems appropriate for the 21st century should be complex, unfamiliar and non-routine (CUN), most of the textbooks still mainly include routine problems based on the application of ready-made algorithms. The time has come to introduce innovative instructional methods in order to enhance mathematics education and students' ability to solve CUN tasks. Metacognitive pedagogies can play a key role in this. These pedagogies explicitly train students to think about their thinking during learning. They can be used to improve not just academic achievement (content knowledge and understanding, the ability to handle unfamiliar problems etc.) but also affective outcomes such as reduced anxiety or improved motivation. This strong relationship between metacognition and schooling outcomes has implications for the education community and policy makers. This book is designed to assist practitioners, curriculum developers and policy makers alike in preparing today's students for tomorrow's world.

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