Journal article
Do it this way! Metacognitive strategies in collaborative mathematical problem solving
Educational Studies in Mathematics, Vol.30(3), pp.229-260
1996
Abstract
Recent years have seen increasing interest in the role of metacognition in mathematical problem solving, and in the use of small group work in classroom settings. However, little is known about the nature of secondary students' metacognitive strategy use, and how these strategies are applied when students work together on problems. The study described in this paper investigated the monitoring behaviour of a pair of senior secondary school students as they worked collaboratively on problems in applied mathematics. Analysis of verbal protocols from think aloud problem solving sessions showed that, although the students generally benefited from adopting complementary metacognitive roles, unhelpful social interactions sometimes impeded progress. The findings shed some light on the nature of individual and interactive metacognitive strategy use during collaborative activity.
Details
- Title
- Do it this way! Metacognitive strategies in collaborative mathematical problem solving
- Authors
- Merrilyn Goos (Author) - University of QueenslandPeter Galbraith (Author) - University of Queensland
- Publication details
- Educational Studies in Mathematics, Vol.30(3), pp.229-260
- Publisher
- Springer Netherlands
- DOI
- 10.1007/BF00304567
- ISSN
- 1573-0816
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99554403302621
- Output Type
- Journal article
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