NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ816771
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0022-0671
Using Errors as Springboards for Enhancing Mathematical Reasoning with Three Metacognitive Approaches
Kramarski, Bracha; Zoldan, Sarit
Journal of Educational Research, v102 n2 p137-151 Nov-Dec 2008
The authors examined effects of 3 metacognitive approaches and 1 control group on mathematical reasoning, conceptual errors, and metacognitive knowledge. The metacognitive approaches were (a) diagnosing errors (DIA), (b) improvement via self-questioning (IMP), and (c) a combined approach (DIA+IMP). Controls (CONT) received no metacognitive instruction. Participants were 115 9th-grade students in an Israeli junior high school studying linear functions and graph representations. Results indicated that students using the combined approach outperformed their peers in all measures of mathematical reasoning and metacognitive knowledge. The IMP students outperformed the DIA and CONT students in problem-solving skills and metacognitive strategy use, and the DIA students outperformed their peers in reducing conceptual errors. The authors discuss the practical and theoretical implications of these metacognitive approaches. (Contains 5 tables and 3 figures.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel