Metacognition research in mathematics education: from hot topic to mature field

Stillman, Gloria; Mevarech, Zemira R.

doi:10.1007/s11858-010-0245-x

Cited by 24 publications

(17 citation statements)

References 7 publications

(6 reference statements)

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“…Although students encounter various difficulties with problem-solving (e.g. Boonen, van Der Schoot, van Wesel, de Vries, & Jolles, 2013;Verschaffel et al, 1999) there is evidence to suggest that effective use of metacognition can be an important factor associated with successful outcomes (Stillman & Mevarech, 2010). Researchers propose a facilitative role for metacognition during mathematical problem-solving (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Researchers propose a facilitative role for metacognition during mathematical problem-solving (e.g. Garofalo & Lester, 1985;Lester, 2013;Schoenfeld, 1992;Stillman & Mevarech, 2010). Learning mathematics can be viewed as a social activity requiring students to acknowledge and discuss their mathematical understanding and strategy use (Ginsburg, Labrecque, Carpenter, & Pagar, 2015;Schoenfeld, 1992;Sfard, 2012).…”

Section: Introductionmentioning

confidence: 99%

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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: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

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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“…When studying pupils' mathematical thinking, especially through problem solving, also their metacognitive skills should be recognized. Similarly as terms 'problem' and 'problem solving', also 'metacognition' has many different meanings in educational research (Stillman & Mevarech, 2010). In 1987Schoenfeld (1987 listed three aspects of research on metacognition: 'your knowledge about your own thought processes', 'control or self-regulation', and 'beliefs and intuitions'.…”

Section: Metacognitionmentioning

confidence: 99%

“…In 1987Schoenfeld (1987 listed three aspects of research on metacognition: 'your knowledge about your own thought processes', 'control or self-regulation', and 'beliefs and intuitions'. Even though theories on metacognition has been developed since (Stillman et al, 2010), the three aspects of metacognitive research (Schoenfeld, 1987) give a useful starting point for studying of pupils' metacognition in problem solving.…”

Section: Metacognitionmentioning

confidence: 99%

Two finnish girls and mathematics: Similar achievement level, same core curriculum, different competences

Viitala

2015

LUMAT

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Mathematical thinking and problem solving are essential parts of learning mathematics described in the Finnish National Core Curriculum for Basic Education. Evaluations on both have been done at national and international level. However, in a request for deeper understanding of pupils' mathematical thinking we need to move beyond paper tests. This paper is a first look into the mathematical thinking of two Finnish girls, Emma and Nora, in their final year of Finnish comprehensive school. After solving a real-life situated problem in a classroom, the girls talk about mathematics and problem solving in an interview. The focus of the analysis is on the learning objectives, core content and final-assessment criteria related to thinking skills and methods in the Finnish curriculum. Also some results on metacognition and affect will be reported. The results suggest that while both pupils have similar achievement level in mathematics, their competences are different: Emma is more competent in problem solving and Nora is more self-confident and selfguided in learning mathematics and can more easily recognize mathematics outside school.

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“…As well as the significant relationship between academic success and metacognition, there are studies that point out that students who have high metacognitive skills perform better in mathematics lessons (including problem solving) than students who have low metacognitive skills (Boekaerts, 1997;Jaafar & Ayub, 2010;Özsoy, 2010). Moreover, some studies pointed out that metacognitive skills are significant predictors of mathematics achievement (Cardella-Elawar, 1992;Cardella Elawar, 1995;Deseote & Roeyers, 2006;Hoek, Vanden & Terwel, 1999;King, 1990;Larson at al., 1985;Stillman & Mevarech, 2010;Van der Stel, Veenman, Deelen, Haenen, 2010;Zhao, Valcke, Desoete, & Verhaeghe, 2011). …”

Section: Introductionmentioning

confidence: 99%

Assessment of Metacognition in Mathematics: Which One of Two Methods is a Better Predictor of Mathematics Achievement?

Özcan¹

2014

IOJES

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In recent years metacognition was discussed as a significant concept in mathematics education. However, means of measuring metacognition efficiently is still a problem. This problem has been at the center of a scientific debate about which instruments are more suitable. In this study two off-line methods, student and teacher evaluations were used. The aim of this research is to investigate which one of the evaluation form (teacher form versus student form) is the predictor of mathematic achievement. For this aim two studies were carried out. In the first study mathematics achievements of students were measured by mathematic scores in their reports. In the second study it was measured by more standard test called Placement test (Seviye Belirleme Sınavı -SBS). In the first study 408 primary school students from a state school participated. Only sixth grade students who attended SBS exam of the first study were taken the second study. According to results of this study that aimed to investigate which one of the evaluation forms (teacher form versus student form) is the predictor of mathematics achievement, instead of the results of students evaluation form, the results of teacher evaluation form are the main predictor of the mathematics scores of students. Teacher evaluation form alone explains about 51 % of the variance in mathematics achievement.

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Metacognition research in mathematics education: from hot topic to mature field

Cited by 24 publications

References 7 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?

Two finnish girls and mathematics: Similar achievement level, same core curriculum, different competences

Assessment of Metacognition in Mathematics: Which One of Two Methods is a Better Predictor of Mathematics Achievement?

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