NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ870443
Record Type: Journal
Publication Date: 2009-Oct
Pages: 22
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1380-3611
Socially Shared Metacognition of Pre-Service Primary Teachers in a Computer-Supported Mathematics Course and Their Feelings of Task Difficulty: A Case Study
Hurme, Tarja-Riitta; Merenluoto, Kaarina; Jarvela, Sanna
Educational Research and Evaluation, v15 n5 p503-524 Oct 2009
Collaborative learning assumes that knowledge is constructed through negotiation and discussion. This exploratory study focuses on 2 groups of 3 pre-service primary teachers solving 2 mathematical tasks in a text-based and asynchronous WorkMates learning environment. This case study describes the group processes, and the different patterns of group interaction are analyzed. The assumption is that the process of socially shared metacognition is especially effective in learning how to solve problems in groups. Socially shared metacognition emerges when a group member regulates a group's problem-solving process and the other group members react to the initiative. Individuals' retrospectively reported feelings of difficulty during the task are taken as a measure to show whether group interactions contribute to individual learning. The results suggest that, when socially shared metacognition emerges, individuals' feelings of difficulty decrease. Important is that individual group members with adequate (meta)cognitive skills take the initiative and other members react upon it. Suggestions for future research are discussed. (Contains 3 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland