The Design of Metacognitive Strategies for Training Abilities to Solve Combinatorics Problems

Abstract

In our research, we started from the thesis that teachers’ metacognitive actions positively impact student performance on state and national tests as well as on measures of higher-order thinking more typically associated with metacognition. It will be necessary to examine more closely the way in which teachers adapt. In this presentation, we provide a procedure for the design of metacognitive strategies for the development of problem solving abilities based on the examination of a cascade of suitable combinatorial problems, which allows the identification of these problems’ solutions in a retrospective manner.