What Makes Metacognition as Socially Shared in Mathematical Problem Solving?

Hurme, Tarja-Riitta; Järvelä, Sanna; Merenluoto, Kaarina; Salonen, Pekka

doi:10.1007/978-3-319-11062-2_10

Cited by 9 publications

(10 citation statements)

References 22 publications

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“…Similar cognitive and metacognitive shared strategies traces can be found in Iiskala et al (2004), Volet and Mansfield (2006), Hurme et al (2009), Volet, Summers, et al (2009), Iiskala et al. (2011), Järvelä and Järvenoja (2011), Rogat and Linnenbrink-Garcia (2011), Grau and Whitebread (2012), Janssen, Erkens, Kirschner, and Kanselaar (2012), DiDonato (2013), Järvelä et al (2014), and Hurme et al. (2014).…”

Section: Resultssupporting

confidence: 77%

“…They concluded that interindividual metacognition was an observable phenomenon and that the dyads could monitor and regulate their performance jointly. In a similar fashion, Hurme, Merenluoto, Salonen, and Järvelä (2014) found that six triads used different regulatory strategies named metacognition, verifying, implementation, exploration, analysis, among other strategies at the group and task level. They concluded that socially shared metacognition was a “ differentiator making problem solving successful in groups ” (p. 28).…”

Section: Resultsmentioning

confidence: 76%

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Socially Shared Regulation of Learning: A Review

Panadero

Järvelä

2015

European Psychologist

Self Cite

214

150

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Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.

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Section: Resultssupporting

confidence: 77%

Section: Resultsmentioning

confidence: 76%

Socially Shared Regulation of Learning: A Review

Panadero

Järvelä

2015

European Psychologist

Self Cite

214

150

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“…When the teacher serves as the central point of the learning process and his role does not extend beyond the delivery of information, it results in a hindered manifestation of metacognition. In a similar vein, Hurme, Järvelä, Merenluoto, and Salonen (2015) concluded that, in regards to problem solving in mathematics, student groups were neglectful of the analysis aspect. In addition, they failed to monitor and regulate workflow, which is a key component of metacognition.…”

Section: Dominance Of the Traditional Methods In Mathematics Teachingmentioning

confidence: 99%

Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School

Alzahrani¹

2017

INT ELECT J MATH ED

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The study aims to explore teachers' and students' perspectives regarding metacognition and its role in mathematics learning. The use of case study was a methodical means to achieve elaborate data and to shed light on issues facing the study. The participants consisted of a case study class from a secondary school in Saudi Arabia. The instruments used for data collection were semi-structured interviews and classroom observation. The data produced essential finding based on thematic analysis techniques, regarding study's aim. Firstly, the traditional method can hinder mathematics teaching and learning through metacognition. Secondly, although metacognitive mathematics instruction should be planned, the strategy that is introduced should be directly targeted at improving the monitoring and regulation of students' thought when dealing with mathematics problems.

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“…Metacognitive experiences include a variety of feelings and judgments related to thinking/learning (e.g., feeling of knowing, judgment of learning). Studies have shown that higher metacognition is related to a more successful cooperative learning (Bernard & Bachu, 2015;Hurme et al 2015, ISSN 1648 /Print/ ISSN 2538-7138 /Online/ Kramarski & Mevarech, 2003). Further, Bilgin and Geban (2006) have emphasized that the active involvement of students in the learning process during the application of cooperative learning results in the improvement of critical thinking, reasoning and problem solving, which is directly reflected in the change of the students' metacognition.…”

Section: Literature Reviewmentioning

confidence: 99%

The Jigsaw Technique in Lower Secondary Physics Education: Students’ Achievement, Metacognition and Motivation

Blajvaz

Bogdanović

Jovanović

et al. 2022

JBSE

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Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students’ achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students’ physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach's Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students’ physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. Keywords: cooperative learning, metacognitive awareness, parallel group design, physics education

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What Makes Metacognition as Socially Shared in Mathematical Problem Solving?

Cited by 9 publications

References 22 publications

Socially Shared Regulation of Learning: A Review

Socially Shared Regulation of Learning: A Review

Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School

The Jigsaw Technique in Lower Secondary Physics Education: Students’ Achievement, Metacognition and Motivation

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