The effects of metacognition and email interactions on learning graphing

Bracha Kramarski; R. Ritkof

doi:10.1046/j.0266-4909.2001.00205.x

The effects of metacognition and email interactions on learning graphing

Bracha Kramarski, R. Ritkof

Bar-Ilan University

Research output: Contribution to journal › Article › peer-review

22 Scopus citations

Abstract

The purpose of this study was twofold: First, to investigate the effects of metacognition and email interaction between teacher-student on learning to interpret and construct graphs. Second, to describe the email interaction on three levels of interaction: tutorial, metacognitive and life. Participants were 50 ninth-grade students (boys and girls) who studied graphs in two classes. One class (n = 25) was exposed to EXCEL software embedded within email interaction (EMAIL) and the other class (n = 25) was exposed to EXCEL software embedded within email interaction and metacognitive instruction (EMAIL + META). Results indicated that the EMAIL + META students significantly outperformed the EMAIL students on graph interpretation and graph construction. In particular the effects were observed on students' ability to explain mathematical reasoning and on reducing misconceptions regarding graphs. Furthermore, qualitative analysis of the EMAIL messages indicated that the EMAIL + META students frequently used different levels of interaction in their email interactions than the EMAIL students.

Original language	English
Pages (from-to)	33-43
Number of pages	11
Journal	Journal of Computer Assisted Learning
Volume	18
Issue number	1
DOIs	https://doi.org/10.1046/j.0266-4909.2001.00205.x
State	Published - Mar 2002

Bibliographical note

Funding Information:
This work was partially supported by the Grants No. VS96028 and CEZ J14/ 98 of the Ministry of Education of Czech Republic and by the Grant No. 202/00/ 0142 of the Grant Agency of Czech Republic and it was performed in the frame of an agreement between Olomouc and Roma Universities.

Funding

This work was partially supported by the Grants No. VS96028 and CEZ J14/ 98 of the Ministry of Education of Czech Republic and by the Grant No. 202/00/ 0142 of the Grant Agency of Czech Republic and it was performed in the frame of an agreement between Olomouc and Roma Universities.

Funders	Funder number
Olomouc and Roma Universities
Technology Agency of the Czech Republic
Ministerstvo ZdravotnictvÃ CeskÃ© Republiky	202/00/ 0142

Keywords

Comparative study
Email
Graphs
Interaction
Mathematics
Metacognition
School

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10.1046/j.0266-4909.2001.00205.x

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The effects of metacognition and email interactions on learning graphing

Abstract

Bibliographical note

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Keywords

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