The effects of metacognitive instruction on solving mathematical authentic tasks

Bracha Kramarski, Zemira R. Mevarech, Marsel Arami

    Research output: Contribution to journalArticlepeer-review

    147 Scopus citations


    The present study investigates the differential effects of cooperative-learning with or without metacognitive instruction on lower and higher achievers' solutions of mathematical authentic tasks. Participants were 91 seventh graders who studied in three classrooms. Data were analyzed by using qualitative and quantitative methods. Results indicated that students who were exposed to the metacognitive instruction within cooperative learning (COOP+META) significantly outperformed their counterparts who were exposed to cooperative learning with no metacognitive instruction (COOP). The positive effects of COOP+META were observed on both authentic and standard tasks. In addition, the findings show the positive effects of COOP+META method on lower and higher achievers. The practical implications of the study are discussed.

    Original languageEnglish
    Pages (from-to)225-250
    Number of pages26
    JournalEducational Studies in Mathematics
    Issue number2
    StatePublished - 2002


    • Authentic tasks
    • Cooperative learning
    • Metacognition
    • Problem solving


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