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.