Oral presentations as a tool for promoting metacognitive regulation in real analysis
Margrethe Naalsund and Joakim Skogholt
Real Analysis is for many students their first proof-based mathematics course, and many find it challenging. This paper studies how oral presentations of mathematical problems for peers can contribute to students’ metacognitive reflections. The paper discusses several aspects tied to preparing for, and carrying out, oral presentations, that seem to spur important sub-components of metacognitive regulation such as planning, monitoring, and evaluating. Thoughtful guidance from an expert encouraged the students to further monitor their cognition, and evaluate their arguments and cognitive processes when expressing their reasoning to their peers.
Margrethe Naalsund is associate professor in Mathematics Education. She works at Faculty of Science and Technology (Section for Learning and Teacher Education) at Norwegian University of Life Sciences (NMBU). Her main research interests are learning and teaching algebra at primary and secondary school, and learning and teaching real analysis at university level.
Joakim Skogholt is PhD-student in Mathematics. He works at Faculty of Science and Technology (Section for Applied Mathematics) at Norwegian University of Life Sciences (NMBU). His main research interests are applied linear algebra, and learning and teaching real analysis at university level.