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

Lieven Verschaffel, Fien Depaepe, Zemira Mevarech

Research output: Contribution to journalReview articlepeer-review

20 Scopus citations

Abstract

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.

Original languageEnglish
Article number3402035
JournalEducation Research International
Volume2019
DOIs
StatePublished - 2019
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2019 Lieven Verschaffel et al.

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