Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

Abstract

The purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of the role of group work on the individual use of metacognition during problem-solving has been limited because research has focused on either the individual or the group as a collective. Here, primary students (aged nine to 10) were video-recorded in a naturalistic classroom setting during group mathematical problem-solving sessions. Student talk was coded for metacognitive, cognitive and social content, and also for collaborative content. Compared with cognitive talk, we found that metacognitive talk was more likely to meet the criteria to be considered collaborative, with a higher probability of being both preceded by and followed by collaborative talk. Our results suggest that collaborative metacognition arises from combined individual and group processes.ARTICLE HISTORY

Metacognitive Learning Strategies in Mathematics Classroom Intervention: A Review of Implementation and Operational Design Aspect

“…First, in mastery of mathematics concept and second is about student's thinking skills. Reviewed articles showed that implementation of metacognitive learning strategies by organizing certain activities likes Problem Based Learning, Project Work, Discussion, Game, etc, is mostly effective to students performance and understanding (e.g; Daher, Anabousy, & Jabarin, 2018;Smith & Mancy, 2018;Suriyon, Inprasitha, & Sangaroon, 2013). It means, student learning is greatly enhanced when the student's level of prior knowledge is made visible.…”

“…They can identify logical errors, and it can help students to solve the problems. If student can think critically, creatively, and solve mathematic problems independently, then they will be able to succeed in making decisions (Du Toit & Du Toit, 2013; Schraw & Moshman,1995), understand options and expand knowledge to daily life (Ackerman & Leiser, 2014;Smith & Mancy, 2018).…”

“…The phase of analysis is the phase that is most closely related to the operational design of intervention. Researchers such as Menz and Cindy Xin (2016), Du Toit & Du Toit (2013), Tony Karnain et al (2014), Daher, Anabousy, and Jabarin (2018), Smith and Mancy (2018), Hasbullah (2015) Cera, Mancini and Antionetti (2013) have reported that implementing this phase to produce the activities based on MLS.…”

“…In addition, the activities are carried out according to the suitability of time and condition. Some researchers (2018) Excitement, being active, greater reduction of misconception 7 / 9 require a certain time to be given treatment for example choosing a particular student and describing the course of treatment for students (Daher, Anabousy, & Jabarin, 2018;Hasbullah, 2015;Menz & Cindy Xin, 2016;Smith & Mancy, 2018). While there is also the researcher practicing during a normal learning class for keep the naturally status in order to maintain and do not disturb the actual learning setting.…”

Exploring Metacognitive Regulation and Students’ Interaction in Mathematics Learning: An Analysis of Needs to Enhance Students’ Mastery

“…According to Wood (2017), learning activities and processes that encourage active student engagement and can have optimal interaction effects should be considered when teachers are choosing teaching and learning approaches. According to Smith & Mancy (2018), when students interact during learning, the discussions between them focus heavily on metacognitive aspects, and this will lead to training for improving their metacognitive skills. According to Dagarin (2005) and Jose(2016) interactions are in many ways including, students-teachers, students-students, and even students-themselves.…”