TY - JOUR
T1 - Enhancing mathematical reasoning in the classroom
T2 - The effects of cooperative learning and metacognitive training
AU - Kramarski, Bracha
AU - Mevarech, Zemira R.
PY - 2003
Y1 - 2003
N2 - The purpose of this study was to investigate the effects of four instructional methods on students' mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individualized learning without metacognitive training (IND). Results showed that the COOP+META group significantly outperformed the IND+META group, which in turn significantly outperformed the COOP and IND groups on graph interpretation and various aspects of mathematical explanations. Furthermore, the metacognitive groups (COOP+META and IND+META) outperformed their counterparts (COOP and IND) on graph construction (transfer tasks) and metacognitive knowledge. This article presents theoretical and practical implications of the findings.
AB - The purpose of this study was to investigate the effects of four instructional methods on students' mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individualized learning without metacognitive training (IND). Results showed that the COOP+META group significantly outperformed the IND+META group, which in turn significantly outperformed the COOP and IND groups on graph interpretation and various aspects of mathematical explanations. Furthermore, the metacognitive groups (COOP+META and IND+META) outperformed their counterparts (COOP and IND) on graph construction (transfer tasks) and metacognitive knowledge. This article presents theoretical and practical implications of the findings.
KW - Argumentation
KW - Graphs
KW - Mathematical reasoning
KW - Metacognition
KW - Transfer task
UR - http://www.scopus.com/inward/record.url?scp=0041364614&partnerID=8YFLogxK
U2 - 10.3102/00028312040001281
DO - 10.3102/00028312040001281
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AN - SCOPUS:0041364614
SN - 0002-8312
VL - 40
SP - 281
EP - 310
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 1
ER -