Effects of metacognitive training embedded in cooperative settings on mathematical problem solving

Effects of 3 cooperative learning environments on mathematical problem solving were compared: (a) metacognitive training in both constructing connections and strategy application, (b) direct instruction regarding strategy application without training in constructing connections, and (c) neither metacognitive nor strategy training. One hundred and seventy-four 7th-grade Israeli students participated in the study. Those exposed to the metacognitive training significantly outperformed their counterparts who were exposed to the strategy instruction, who, in turn, significantly outperformed students who received neither kind of training (the cooperative–control group). Theoretical and practical implications of the study are discussed.