@inproceedings{87796ac7bd8044c294439a3e6249fcd8,
title = "Using electronic mail communication and metacognitive instruction to improve mathematical problem solving",
abstract = "The present study investigated the effects of e-mail communication between teachers and students embedded within metacognitive instruction on mathematical problem solving. Three learning environments are compared: (a) e-mail communication with metacognitive instruction (META+EMAIL); (b) e-mail communication without metacognitive instruction (EMAIL); and (c) face-to-face communication (CONT group). Participants were 119 fifth-grade students (boys and girls), who practiced six weeks of problem solving on authentic tasks in three classes. Students who were exposed to e-mail conversation and metacognitive instruction (EMAIL+META) outperformed students who were not exposed to metacognitive instruction (EMAIL and CONT) on problem solving. The effects were observed on various aspects of solving authentic tasks: (a) processing information; (b) using mathematical strategies; and (c) using mathematical communcation. The EMAIL students outperformed the CONT students only on one criterion: Using mathematical strategies.",
keywords = "Conditions for learning, Elementary education, Networks, Research",
author = "Bracha Kramarski and Adiva Liberman",
year = "2003",
doi = "10.1007/978-0-387-35668-6_3",
language = "אנגלית",
isbn = "9781475756517",
series = "IFIP Advances in Information and Communication Technology",
publisher = "Springer Science and Business Media, LLC",
pages = "21--30",
booktitle = "Learning in School, Home and Community",
note = "IFIP TC3/ WG3.5 International Working Conference on Learning with Technologies in School, Home and Community ; Conference date: 30-06-2002 Through 05-07-2002",
}