Abstract
There is a gap between the knowledge and skills taught at school and the knowledge and skills needed in the workplace and society. Metacognitive awareness and self-directedness in learning are concepts referred to in terms of the knowledge and skills needed for learning in the 21st century. The aim of this study was twofold: firstly, to investigate the levels of metacognitive awareness and self-directedness in the own mathematics learning of prospective intermediate and senior phase mathematics teachers (in their second or third year in a BEd programme) (N = 77); and secondly to explore the correlations between factors and subscales of metacognitive awareness, levels of self-directedness in their learning and a learning performance in a mathematics module. The data of the current study was collected by administering two questionnaires, namely the Metacognitive Awareness Inventory (MAI), developed by Schraw and Dennisson (1994) and the Self-rating Scale of Self-directed Learning (SRSSDL), developed by Williamson (2007). Both questionnaires were adapted for prospective teachers’ learning in mathematics and were available in Afrikaans, as well as English. The questionnaires served as guidelines to investigate the concepts ‘metacognitive awareness’ and ‘self-directedness in mathematics learning’. A third variable was a learning ‘performance in mathematics’ (module mark achieved by respondents in the previous semester). For purposes of data analysis, respondents’ scores, Cronbach α-coefficients, and Pearson r-correlation coefficients were calculated. High Cronbach α-coefficients were found. Results and the interpretation of statistical analyses confirmed the existence of correlations between subscales or dimensions of the two questionnaires.
Highlights
Daar is ’n gaping tussen die kennis en vaardighede wat leerders op skool aanleer, en die kennis en vaardighede wat in die werkplek en samelewing in die 21ste eeu nodig is
There is a gap between the knowledge and skills taught at school and the knowledge and skills needed in the workplace and society
The questionnaires served as guidelines to investigate the concepts ‘metacognitive awareness’ and ‘self-directedness in mathematics learning’
Summary
Metakognitiewe bewustheid, selfgerigtheid in leer en een leerprestasie van voornemende wiskundeonderwysers vir die intermediêre en senior fase. Die data is ingesamel deur die toepassing van twee vraelyste, naamlik die Metakognitiewe Bewustheidsvraelys (Metacognitive Awareness Inventory [MAI]) wat deur Schraw en Dennisson (1994) ontwikkel is en die Selfassesseringskaal vir Selfgerigte Leer (Self-rating Scale of Self-directed Learning [SRSSDL]) wat deur Williamson (2007) ontwikkel is. Die uitgangspunt in hierdie studie is dat wiskundeonderwysers – as leerders – self moet weet hoe om in wiskunde te leer en dat hulle in hul http://www.satnt.ac.za opleiding voorberei behoort te word om die metakurrikulum (metakognitiewe aktiwiteite) te ontwikkel en in hul wiskundeklasse toe te pas
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