The effects of metacognitive instruction on solving mathematical authentic tasks

Bracha Kramarski; Zemira R. Mevarech; Marsel Arami

doi:10.1023/A:1016282811724

The effects of metacognitive instruction on solving mathematical authentic tasks

Bracha Kramarski, Zemira R. Mevarech, Marsel Arami

Bar-Ilan University

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

155 Scopus citations

Abstract

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 language	English
Pages (from-to)	225-250
Number of pages	26
Journal	Educational Studies in Mathematics
Volume	49
Issue number	2
DOIs	https://doi.org/10.1023/A:1016282811724
State	Published - 2002

Keywords

Authentic tasks
Cooperative learning
Metacognition
Problem solving

Access to Document

10.1023/A:1016282811724

Cite this

@article{63c4c78f7ee54c5cb6a8dbde2d4f8489,

title = "The effects of metacognitive instruction on solving mathematical authentic tasks",

abstract = "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.",

keywords = "Authentic tasks, Cooperative learning, Metacognition, Problem solving",

author = "Bracha Kramarski and Mevarech, \{Zemira R.\} and Marsel Arami",

year = "2002",

doi = "10.1023/A:1016282811724",

language = "אנגלית",

volume = "49",

pages = "225--250",

journal = "Educational Studies in Mathematics",

issn = "0013-1954",

publisher = "Springer Netherlands",

number = "2",

}

TY - JOUR

T1 - The effects of metacognitive instruction on solving mathematical authentic tasks

AU - Kramarski, Bracha

AU - Mevarech, Zemira R.

AU - Arami, Marsel

PY - 2002

Y1 - 2002

N2 - 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.

AB - 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.

KW - Authentic tasks

KW - Cooperative learning

KW - Metacognition

KW - Problem solving

UR - http://www.scopus.com/inward/record.url?scp=0345706880&partnerID=8YFLogxK

U2 - 10.1023/A:1016282811724

DO - 10.1023/A:1016282811724

M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???

AN - SCOPUS:0345706880

SN - 0013-1954

VL - 49

SP - 225

EP - 250

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

IS - 2

ER -

The effects of metacognitive instruction on solving mathematical authentic tasks

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this