**AMA 10th edition**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Kuzle A. Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment. *INT ELECT J MATH ED*. 2013;8(1), 20-40.

**APA 6th edition**

**In-text citation:** (Kuzle, 2013)

**Reference:** Kuzle, A. (2013). Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment. *International Electronic Journal of Mathematics Education, 8*(1), 20-40.

**Chicago**

**In-text citation:** (Kuzle, 2013)

**Reference:** Kuzle, Ana. "Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment". *International Electronic Journal of Mathematics Education* 2013 8 no. 1 (2013): 20-40.

**Harvard**

**In-text citation:** (Kuzle, 2013)

**Reference:** Kuzle, A. (2013). Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment. *International Electronic Journal of Mathematics Education*, 8(1), pp. 20-40.

**MLA**

**In-text citation:** (Kuzle, 2013)

**Reference:** Kuzle, Ana "Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment". *International Electronic Journal of Mathematics Education*, vol. 8, no. 1, 2013, pp. 20-40.

**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Kuzle A. Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment. INT ELECT J MATH ED. 2013;8(1):20-40.

# Abstract

This paper describes the problem solving behavior of two preservice teachers as they worked individually on three nonroutine geometry problems. A dynamic tool software, namely the Geometer’s Sketchpad, was used as a tool to facilitate inquiry in order to uncover and investigate the patterns of metacognitive processes. Schoenfeld’s (1981) model of episodes and executive decisions in mathematics problem solving was used to identify patterns of metacognitive processes in a dynamic geometry environment. During the reading, understanding, and analysis episodes, the participants engaged in monitoring behaviors such as sense making, drawing a diagram, and allocating potential resources and approaches that helped make productive decisions. During the exploring, planning, implementation, and verification episodes, the participants made decisions to access and consider knowledge and strategies, make and test conjectures, monitor the progress, and assess the productivity of activities and strategies and the correctness of an answer. Cognitive problem-solving actions not accompanied by appropriate metacognitive monitoring actions appeared to lead to unproductive efforts. Redirection and reorganizing of thinking in productive directions occurred when metacognitive actions guided the thinking and when affective behaviors were controlled.