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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ654484
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
The Effects of Metacognitive Instruction on Solving Mathematical Authentic Tasks.
Kramarski, Bracha; Mevarech, Zemira R.; Arami, Marsel
Educational Studies in Mathematics, v49 n2 p225-50 2002
Investigates the differential effects of cooperative learning with or without metacognitive instruction on lower and higher achievers' solutions of mathematical authentic tasks. Results indicate that students exposed to metacognitive instruction within cooperative learning (COOP+META) significantly outperformed their counterparts exposed to cooperative learning with no metacognitive instruction (COOP). The positive effects of COOP+META were observed on both authentic and standard tasks. (Author/MM)
Descriptors: Cognitive Processes, Cooperative Learning, Group Dynamics, Interpersonal Relationship, Mathematics Education, Metacognition, Problem Solving, Relevance (Education), Secondary Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Authentic Learning