Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?

By Bracha Kramarski. 2004

106 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/8eb3321937bd00d5dc3067453b5d484612a8ceaa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? (2010, methodology): “First, giving students control of their own learning by providing them with metacognitive support has often been found to enhance metacognitive processes ( Kramarski, 2004; Kramarski & Mevarech, 2003; Kramarski & Zoldan, 2008; Zimmerman, 2000) and arouse feelings of competency (Azevedo & Cromley, 2”
Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance (2008, background): “Research findings indicated that a high percentage of students are unable to cope with algebraic letters as unknown or generalized numbers (e.g., Kuchemann 1981; Macgregor and Stacey 1997), find change and relationship properties (e.g., PISA 2003), and apply different algebraic representations ( Kra”
Online Discussion and Self-Regulated Learning: Effects of Instructional Methods on Mathematical Literacy (2006, methodology): “Those findings support other results by showing that students who participated in successful group discussions most often responded to correct proposals by engaging them productively, whereas students in less successful group discussions frequently responded to correct ideas by rejecting or ignoring”
Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems (2010, result): “Kramarski (2004) observed similar results with 13-yearold adolescents: metacognitive instruction to train students to reflect on their problem-solving processing improved their mathematics performance. Metacognitive training probably guided participants to look for all the relevant information, to c”
Extraneous perceptual information interferes with children's acquisition of mathematical knowledge (2013, background): “Prior studies have investigated aspects of instruction that affect students’ complex interpretations of graphs, such as noticing trends and interactions in the data (Kramarski, 2004; Shah & Hoeffner, 2002; Wainer, 1980, 1992).”