MATHEMATICS TEACHING AS PROBLEM-SOLVING - A FRAMEWORK FOR STUDYING TEACHER METACOGNITION UNDERLYING INSTRUCTIONAL PRACTICE IN MATHEMATICS

The purpose of this exploratory study was to use a ''teaching as probl em solving'' perspective to examine the components of metacognition un derlying the instructional practice of seven experienced and seven beg inning teachers of secondary school mathematics. A metacognitive frame work was developed to examine the thoughts of teachers before, during and after lesson enactments. Data were obtained through observations, lesson plans, videotapes, and audiotapes of structured interviews duri ng the course of one semester. Data analysis suggests that the metacog nition of teachers plays a well-defined role in classroom practice. Th ese findings provide useful insights for researchers and teacher educa tors in their preservice and inservice mathematics programs.