Journal ArticleDOI
Cross‐Cultural Study of Cognitive and Metacognitive Processes During Math Problem Solving
Barbara Cozza,Maria Oreshkina +1 more
TLDR
This article explored the cognitive and metacognitive processes of mathematics problem-solving discourse of 10-year-old students in Russia, Spain, Hungary, and the United States and explored the patterns of social interactions during small group work.Abstract:
The purpose of this qualitative study was: (a) to explore the cognitive and metacognitive processes of mathematics problem-solving discourse of 10-year-old students in Russia, Spain, Hungary, and the United States; and (b) to explore the patterns of social interactions during small group work. Data were analyzed using a cognitive/metacognitive framework adopted from Artzt and Armour-Thomas. The analysis of think-aloud transcripts, students' reflective journals, and field observation notes revealed similar patterns of cognitive/metacognitive processes of the problem-solving discourse at the four research sites and distinct patterns of social interactions. Implications of how children used metacognition to impact learning during mathematics problem solving are discussed.read more
Citations
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Learning mathematics in a classroom community of inquiry: examples from a secondary mathematics classroom
TL;DR: In this article, the authors consider the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom and examine teaching and learning practices in a single classroom over a two-year period.
Journal ArticleDOI
“Color-Neutral” Is Not a Thing: Redefining Construct Definition and Representation through a Justice-Oriented Critical Antiracist Lens
BookDOI
Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
The Effects of Desmos and TI-83 Plus Graphing Calculators on the Problem-Solving Confidence of Middle and High School Mathematics Students
TL;DR: In this paper, a quasi-experimental, non-equivalent control-group comparison study was conducted to examine the impact of the Desmos graphing calculator on the problem-solving confidence of middle school and high school students.
References
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Journal ArticleDOI
Metacognition, Cognitive Monitoring, and Mathematical Performance
Joe Garofalo,Frank K. Lester +1 more
Journal ArticleDOI
Growth in mathematical understanding: How can we characterise it and how can we represent it?
TL;DR: In this article, a mathematical understanding model for the growth of mathematical understanding is proposed, which is illustrated by examples of pupils' work from a variety of topics and stages, as well as one of the practical applications of the theory.
Journal ArticleDOI
Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups.
TL;DR: In this article, a framework is presented that explicitly delineates the roles of metacognition and cognition within small-group heuristic problem solving in mathematics, which is used to describe the videotaped behaviors of 27 seventh-grade students of varying ability working in small groups to solve a mathematical problem.
Journal ArticleDOI
Socially mediated metacognition: creating collaborative zones of proximal development in small group problem solving
TL;DR: In this paper, the authors report on a three year study of patterns of student-student social interaction that mediated metacognitive activity in senior secondary school mathematics classrooms and investigate conditions under which such interaction led to successful or unsuccessful problem solving outcomes.
Learning mathematics in a classroom community of inquiry: examples from a secondary mathematics classroom
TL;DR: In this article, the authors consider the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom and examine teaching and learning practices in a single classroom over a two-year period.