A Metacognitive, Conceptual, Rule-based, Problem-solving
Approach to Teaching Maths

Year: 1992

Author: Firestone, Alex

Type of paper: Abstract refereed

A metacognitive, conceptual, rule-based, problem-solving approach to teaching maths called 'Advance and Justify' has been trialled with classes at The Dunedin Institute for Learning for 12 months with self assessed poor achieving in maths long term unemployed and young un-employed who have no scholastic achievement. Results demonstrated major gains in accuracy, understanding, and confidence. Previous research studies, two at Intermediate school level, and two with trainee teachers in the Kura Kaupapa Maori Teacher Training Course at the Auckland College of Education demonstrated similar major and enduring gains in accuracy, understanding, and confidence.