Teaching and Learning Mathematics under the Microscope

Education and Society
In the following article we devoted our attention to a review and analysis of material (mathematics teachers’ products that were made during the work at the project) to look for answers to research questions regarding mathematics lessons, where teachers intentionally develop the competence of learning to learn. We were interested whether the specifics of mathematics as a school subject is an important factor in efficient development of the competence of learning to learn, how the competence of learning to learn is understood and used by mathematics teachers and their students, if mathematics lessons are poorer without the competence of learning to learn and what the possible dangers due to meaningless use of novelty and new knowledge in class are. Mathematics teachers know that it is not enough to teach only the contents of their subject, they are aware that it is important to teach students how to learn. One of the solutions we offer is a model of planning a topic module where the inclusion and the development of the competence of learning are planned and gradually developed. The guiding idea or the key element of the model is in activities prepared by the teacher and intended for students to take responsibility for learning with a wish to learn, to know something. Through prepared activities we enable students practical experiences, exercise and evaluation of learning strategies because bare familiarity with strategies without experience, experiment and transfer is not an assurance for the development of students’ competence of learning to learn. In the future mathematics teachers will surely pay more attention and dedication to the fields of development of learning to learn competence (metacognitive, motivational and cognitive) than they have so far. 
Keywords: learning to learn, mathematics, competences, model lesson.
Amela Sambolić Beganović, Jerneja Bone