Metacognitive processes in online collaborative problem solving forums: mathematics teachers’ dual roles

Collaborative mathematical problem solving, such as in Problem Solving Forums (PSF), was found to contribute to solvers' ability to handle challenging mathematical problems. Due to the important role of metacognition in directing learning processes, the current study goal is to examine the metacognitive process among teachers who collaboratively solve challenging problems in PSF in the role of students, and subsequently the metacognitive process of teachers, while experiencing PSF in the mentor's role. The paper focuses on a case study of one secondary school mathematics teacher, John, who was engaged in collaborative geometry problem solving in the context of a professional development program. In the program, John and his teaching fellows were exposed to a metacognitive support in and between the PSFs. In his experience as a student, John demonstrated a progress in metacognitive ability in the process of collaborative problem solving. As a mentor guiding his teaching fellows, John encouraged their collaborative learning by the use of metacognitve support. We present theoretical, methodological and practical contributions of the study.