Student-controlled metacognitive training for solving word problems in primary school mathematics

Jacobse, Annemieke; Harskamp, Evert

doi:10.1080/13803610903444519

Cited by 31 publications

(20 citation statements)

References 26 publications

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“…With regard to activating prior metacognitive knowledge, the results showed statistically detectable results in line with our Hypothesis 2, in that participants who had activated their prior metacognitive knowledge outperformed the control condition. These findings are in line with research attributing difficulties with metacognitive skills to production difficulties, which indicate that students may benefit from receiving metacognitive cues during task performance (Jacobse & Harskamp, ; Veenman, Kok, & Blöte, ). However, rather than trying to stimulate metacognitive skills during task performance as was carried out in those studies, the current study had students activate their knowledge before task performance which also proved effective for students.…”

Section: Discussionsupporting

confidence: 88%

The effects of activating prior topic and metacognitive knowledge on text comprehension scores

Kostons

Werf

2015

Brit J of Edu Psychol

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Section: Discussionsupporting

confidence: 88%

The effects of activating prior topic and metacognitive knowledge on text comprehension scores

Kostons

Werf

2015

Brit J of Edu Psychol

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“…We retrieved seven studies on metacognitively oriented ICT-based learning environments for mathematics education in elementary school [40][41][42][43][44][45][46]. eir main features are, respectively, summarized in nos.…”

Section: Elementary Schoolmentioning

confidence: 99%

Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

Verschaffel

Depaepe

Mevarech

2019

Education Research International

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This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

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“…Evidence suggests that the use of metacognitive prompts during problem-solving improves both understanding and the use of appropriate strategies (e.g. Jacobse & Harskamp, 2009). Furthermore, giving students the option of using prompts may support them in developing self-regulation skills by allowing them to become more aware of points when they require further assistance (Kramarksi & Friedman, 2014).…”

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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Student-controlled metacognitive training for solving word problems in primary school mathematics

Cited by 31 publications

References 26 publications

The effects of activating prior topic and metacognitive knowledge on text comprehension scores

The effects of activating prior topic and metacognitive knowledge on text comprehension scores

Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

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

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