## Abstract

This study compares two mathematical e-learning instructions supported by different forms of feedback: E-learning with metacognitive feedback (EL+MF), and e-learning with result feedback (EL+RF). Metacognitive feedback was based on the IMPROVE selfquestioning strategy (e.g., Kramarski and Mevarech, 2003), and result feedback included correctness of the solution. The participants were 62 ninth-graders who practiced mathematical problem-solving through interactive tasks accessible on the Web. Results showed that EL+MF students significantly outperformed the EL+RF students in procedural and transfer problemsolving, and used more conceptual arguments when providing mathematical explanations. Furthermore, at the end of the study the EL+MF students exhibited more self-efficacy in learning mathematics in a computer-based environment.

Original language | English |
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Title of host publication | E-Learning |

Subtitle of host publication | 21st Century Issues and Challenges |

Publisher | Nova Science Publishers, Inc. |

Pages | 83-96 |

Number of pages | 14 |

ISBN (Print) | 9781604561562 |

State | Published - 2008 |

## Keywords

- E-learning
- Math
- Metacognitive feedback
- Self-efficacy
- Transfer