What type of questions would a teacher use to enhance students' metacognitive skills during problem-solving?

Enhancing students' metacognitive skills during problem-solving involves encouraging them to reflect on their own thought processes and strategies. Reflective questions prompt students to think critically about how they approach a problem, what strategies they employ, and why they make certain decisions. This type of questioning helps students develop awareness of their cognitive processes, allowing them to evaluate and improve their problem-solving abilities over time. By fostering this self-reflection, students can become more skilled in recognizing effective strategies and adjusting their approaches as needed.

In contrast, multiple-choice questions about mathematical operations primarily assess knowledge and recall rather than the thought processes behind problem-solving. True/false questions regarding problem-solving strategies offer limited opportunities for students to explain their reasoning or reflect on their methods. Direct questions on correct answers focus solely on finding the right solution, lacking the depth necessary to engage students in a metacognitive dialogue about their approach to the problem. Therefore, the best choice promotes a deeper understanding of students’ cognitive functions related to problem-solving.