摘要：AbstractThe purpose of this study is to analyze the role of meta-cognition while solving function problems and to develop suggestions for classroom practice. Especially, the first of three objectives to be attained is to monitor meta-cognitive behaviors of prospective teachers, who study at the department of “teaching mathematics at primary schools”, while solving problems; the second is to evaluate the importance of meta-cognition in solving problems; and the third is to analyze typical errors, challenges, successes and strategies chosen for solving function problems. The analysis of the questionnaires filled out by students, as well as students’ solutions related to the problems, provide an understanding for the meta-cognitive aspects of solving function problems.
