Abstract
This work reports on a teaching intervention that explored the use of writing as a metacognitive tool in high school geometry problem solving. Specifically, this qualitative research study investigated how explicit writing directives can help students understand, organize, and monitor the steps involved in the different phases of activities for geometry problem solving in the third year of secondary school . Possible gains of the intervention are assessed by comparing the performance of students who participated of the intervention with that of students who did not.
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Orozco Vaca, L.G. (2018). The Use of Writing as a Metacognitive Tool in Geometry Learning. In: Herbst, P., Cheah, U., Richard, P., Jones, K. (eds) International Perspectives on the Teaching and Learning of Geometry in Secondary Schools. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-77476-3_19
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