Abstract
The study compares 140 third-grade Israeli students (lower and higher achievers) who were either exposed to self-regulated learning (SRL) supported by metacognitive questioning (the MS group) or received no direct SRL support (the N_MS group). We investigated: (a) mathematical problem solving performance; (b) metacognitive strategy use in three phases of the problem-solving process; and (c) mathematics anxiety. Findings indicated that the MS students showed greater gains in mathematical problem solving performance than the N_MS students. They reported using metacognitive strategies more often, and showed a greater reduction in anxiety. In particular, the lower MS achievers showed these gains in the basic and complex tasks, in strategy use during the on-action phase of the problem solving process and a decrease in negative thoughts. The higher achievers showed greater improvement in transfer tasks and an increase in positive thoughts towards mathematics. Both the theoretical and practical implications of this study are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 179-193 |
| Number of pages | 15 |
| Journal | ZDM - International Journal on Mathematics Education |
| Volume | 42 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2010 |
Bibliographical note
Item Citation: ZDM - The international Journal of Mathematics Education. 42(2), 2010, 179-193.Accession Number: edspes.80229; Publication Type: Academic Journal; Source: ZDM - The international Journal of Mathematics Education; Language: English; Publication Date: 20100101
Keywords
- Lower and higher achievers
- Mathematics anxiety
- Metacognitive strategy use
- Problem solving
- Self regulated learning
- Third grade