Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?

Kramarski, Bracha

doi:10.1016/j.learninstruc.2004.09.003

Cited by 73 publications

(66 citation statements)

References 43 publications

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“…Interventions which aim to improve metacognitive ability have typically been shown to result in improved learning outcomes, across a range of subject areas. For example, empirical research considering metacognitive interventions has covered areas such as science education (Adey & Shayer, 1993;Georghiades, 2000;Zohar & David, 2008), mathematics (Desoete, Roeyers, & Buysse, 2001;Kramarski, 2004;Mevarech & Fridkin, 2006;Mevarech & Kramarski, 1997, 2003Teong, 2003), chemical engineering (Case & Gunstone, 2006), reading (McElvany & Artelt, 2009;Michalsky, Mevarech, & Haibi, 2009) and teacher education (Kramarski, 2008).…”

Section: Empirical Evidence For the Role Of Metacognitionmentioning

confidence: 99%

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

Smith

Mancy

2018

Research in Mathematics Education

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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

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Section: Empirical Evidence For the Role Of Metacognitionmentioning

confidence: 99%

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

Smith

Mancy

2018

Research in Mathematics Education

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“…The effect of purposeful teaching of metacognitive skills, especially in problemsolving contexts, is confirmed by the research of Kramarski (2004), Kramarski, Mevarech and Arami (2002), Kramarski, Mevarech and Lieberman (2001), Kramarski and Mizrachi (2004), Mevarech (1999), and Mevarech and Fridkin (2006), regarding the effect of metacognitive instruction on different aspects of mathematics in different learning contexts. The positive outcomes reached with metacognitive instruction in mathematics while learners are working in groups (Kramarski, 2004) emphasise the importance of this research on the effect of purposeful metacognitive instruction on the metacognitive awareness of the two members of a pair during pair programming.…”

Section: Metacognitive Awareness and The Explicit Development Of Metamentioning

confidence: 71%

“…A social-constructivist context is created (Berenson et al, 2004) in which learning is seen as a process sparked off by the social interaction between the two learners (Chaparro, Yuksel, Romero, & Bryant, 2005). Learners in collaborative learning environments have to provide explanations to each other, which is one of the best ways to extend one's knowledge and make new knowledge connections (Kramarski, 2004). In their collaborative effort to complete a programming task, the driver and the navigator have to apply metacognitive activities when planning and designing the algorithm before coding, and afterwards when evaluating the process and product.…”

Section: Pair Programmingmentioning

confidence: 99%

A Metacognitive Approach to Pair Programming: Influence on Metacognitive Awareness

Breed

Mentz

Westhuizen

2017

EJREP

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“…It is supposed that "thinking about their thinking" process supports the awareness level of the students about their thinking and this develops the thinking and learning (King, 2002, p.38). Recently, there is also an increased attention on instruction that is supporting students' metacognition in mathematics classrooms to get better results on mathematical problem solving in particular and learning in general (Kramarski, 2004;Mevarech & Fridkin, 2006). All these can be accepted as indicators of the importance of metacognitive processes in mathematics classrooms comprising cognitive processes, problem solving and learning.…”

Section: Metacognitionmentioning

confidence: 99%

Matematikte Akran Öğretimi Sırasında Öğretici Görevi Üstlenen Öğrencilerde Üstbiliş

Acar¹,

Ader²

2017

İlköğretim Online

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ABSTRACT. The aim of this study is to examine metacognitive skills of students who volunteered for teaching mathematical problems to their peers during peer tutoring sessions. In this regard, data were collected through video-recorded peer tutoring sessions of seventh grade students and interviews with them. In data analysis, six metacognitive components are considered: declarative knowledge, procedural knowledge and conditional knowledge under metacognitive knowledge and planning, monitoring and evaluation under metacognitive regulation. According to results it is observed that volunteer tutor students used metacognition during peer tutoring sessions starting from the preparation to the end of the task. The interviews uncovered metacognitive functioning of the tutors through the strategies they used. Besides, it is seen that metacognitive knowledge and regulation the tutors used are interrelated with and overlapping each other. Keywords: Metacognition, Metacognitive Knowledge, Metacognitive Regulation, Peer Tutoring, Teaching Mathematics ÖZ. Bu çalışmanın amacı matematik dersindeki akran öğretimi etkinliğinde öğretici olarak görev alan öğrencilerin üstbilişlerini incelemektir. Bu bağlamda dört yedinci sınıf öğrencisinin akran öğretimi etkinliği video kayıt altına alınarak izlenmiş; aktivite sonunda da performanslarıyla ilgili birebir görüşmeler yapılmıştır. Öğretici öğrencilerle yapılan görüşmelerden elde edilen veriler üst bilişsel beceri ve üstbilişsel bilgi bileşenlerine göre incelenmiştir. Çalışmadan elde edilen sonuçlara göre gönüllü olarak öğretmeyi seçen öğrenciler etkinliklerin planlama aşamasından sonuna kadar üstbilişsel bilgi ve becerilerini ortaya koymuşlardır. Görüşme bulguları öğretici görevi üstelenen öğrencilerin üstbiliş seviyesindeki etkinlik ve stratejilerini göstermiştir. Bunun yanında üstbilişsel bilgi ve becerilerin birbirini destekleyerek uyumlu bir şekilde bilişsel aktivitelerde rol oynadığı görülmüştür. Anahtar Sözcükler: Üstbilişsel Beceri, Üstbilişsel Bilgi, Üstbiliş, Akran Öğretimi, Matematik Eğitimi ÖZET Amaç ve Önem: Matematik öğretmenlerinin öğrencilere matematiksel bilgiyi ve problem çözmeyi öğretmenin yanında akıl yürütmeyi, bilişsel becerileri ve yüksek seviyede düşünme süreçlerini destekleyici bir öğretim de yapması beklenir. Bu süreçleri bir arada yürütmek kalabalık ve değişken başarı düzeyinde öğrencilerin olduğu sınıflarda daha da zor olmaktadır. Bu çalışmanın birinci yazarı, öğretmenlik yaptığı sınıflarda akran öğretimi yöntemini kullanmaktadır. Akran öğretimi etkinliği sırasında hızlı öğrenen öğrenciler arkadaşlarına öğretmek için sorumluluk almalarının yanında kendi öğrenme süreçleri ve alışkanlıklarını da gözden geçirmektedirler. Bu tür akran destekli öğretim ortamlarının öğrencilerde üstbilişsel mekanizmaları desteklediği alan yazında savunulmaktadır (Whitebread, Bingham, Grau, Pino Pasternak, & Sangster, 2007). Bu sav öğrencilerin aynı zamanda kendi zihinsel süreçleri üzerine düşündüklerini ve bu süreçleri düzenlediklerini düşündürmektedir. Bu bağlamda çalışmada gönül...

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Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?

Cited by 73 publications

References 43 publications

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

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

A Metacognitive Approach to Pair Programming: Influence on Metacognitive Awareness

Matematikte Akran Öğretimi Sırasında Öğretici Görevi Üstlenen Öğrencilerde Üstbiliş

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