Socially mediated metacognition: creating collaborative zones of proximal development in small group problem solving

By M. Goos, P. Galbraith, P. Renshaw. 2002

431 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/42c41d22b0b0c5fc230f5b2e20c47cbd14fb2b5e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Socially Shared Regulation of Learning: A Review (2015, methodology): “Most conceptualizations of interpersonal regulation of learning research have been inspired by Greeno’s (2006) situative learning framework which integrates the individual and social perspective in ‘‘learning in activity’’ (Greeno, 2006, p.”
Characterizations of Social-Based and Self-Based Contexts Associated with Students' Awareness, Evaluation, and Regulation of Their Thinking during Small-Group Mathematical Modeling. (2011, background): “In particular, this work supports the empirical findings of Goos et al. (2002), Iiskala et al.”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Goos et al. (2002) applied the term “collaborative zone of proximal development” to their research into mathematics education.”
Designing Learning by Teaching Agents: The Betty's Brain System (2008, background): “This supports the social aspects of learning (Palinscar & Brown, 1984; Goos et al., 2002), and the goal is to make the students and their agents learn from each other through the interaction processes.”
Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “Our expansion of perseverance from individual capacity to collective enterprise recruited ideas of productive struggle (Hiebert & Grouws, 2007) and coordinated them with the Vygotsky-inspired notion of collaborative ZPD (Goos et al., 2002).”
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, background): “For example, Goos et al. (2002) have found very little difference in the proportion of metacognitive statements in successful versus unsuccessful problem-solving processes of small groups.”
ONE TEACHER, TWO LESSONS: THE LESSON STUDY PROCESS (2012, background): “The research literature stresses several factors that are essential for high-quality mathematics, including (a) providing opportunities for arguing and making connections, by asking high-level questions and presenting challenging mathematical tasks (Boaler, 2001 ;J aworski, 1992, 1994); (b) encourag”