NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1093310
Record Type: Journal
Publication Date: 2016-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1571-0068
Collaboration Scripts for Enhancing Metacognitive Self-Regulation and Mathematics Literacy
Chen, Cheng-Huan; Chiu, Chiung-Hui
International Journal of Science and Mathematics Education, v14 n2 p263-280 Mar 2016
This study designed a set of computerized collaboration scripts for multi-touch supported collaborative design-based learning and evaluated its effects on multiple aspects of metacognitive self-regulation in terms of planning and controlling and mathematical literacy achievement at higher and lower levels. The computerized scripts provided a sequence of guidance for structuring intragroup and intergroup interactions and prompting individual metacognitive processes throughout the collaborative design phases based on the Think-Pair-Share method. Four intact classes of 80 fifth-grade students participated in this study. Employing a nonequivalent comparison group quasi-experimental design, this study examined whether or not applying the scripts better enhanced self-regulation and achievement in a technology-infused mathematics learning classroom. Multivariate analyses were conducted to reveal the effects on the aspects among the two sets of variables. The results showed medium effects on the controlling of metacognitive self-regulation and higher level achievement, whereas no significant effects were found for the planning aspect and lower level achievement between the groups with and without the collaboration scripts. The implications of this work in relation to metacognitive processes and technology-infused mathematics learning are discussed based on the results.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A