Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training

By Bracha Kramarski, Z. Mevarech. 2003

492 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e5fa6e882d3af4b21a08b19a389eed58e0933734

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? (2010, methodology): “This practice is followed by explicit guidance in the classroom using the self-questioning strategy of WWWH (what, when, why, and how), which helps learners select a specific self-regulatory strategy, approach, or response within learning (e.g., King, 1990, 1992; Kramarski & Mevarech, 2003; Schoen”
The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition (2006, background): “The findings also enlarge previous research on IMPROVE which mainly focused on junior high school students (e.g., Kramarski & Mevarech, 2003; Mevarech & Kramarski, 1997; Mevarech, 1999).”
Metacognition and mathematics education (2010, background): “Another metacognitive training program suited for secondary school students was developed in Israel by Mevarech and Kramarski (1997, 2003; Kramarski & Mevarech, 2003).”
Self-monitoring of self-regulation during math homework behaviour using standardized diaries (2011, result): “Our findings are in line with recent attempts to enhance math learning via procedures supporting metacognition (Kramarski and Mevarech 2003; Mevarech and Fridkin 2006).”
Online Discussion and Self-Regulated Learning: Effects of Instructional Methods on Mathematical Literacy (2006, methodology): “Researchers noted that metacognitive knowledge is related positively to academic performance (e.g., Kramarski & Mevarech, 2003; Kramarski et al., 2001; Masui & De Corte, 1999; Schoenfeld, 1992; Zimmerman, 1998).”
The Metacognitive Demands and Opportunities of Generative AI (2023, methodology): “That is, users must have self-awareness of the applicability and potential impact of using GenAI for their workflow; well-adjusted confidence in the ability to complete a task manually versus with GenAI; and metacognitive flexibility in adapting workflows to GenAI (Figure 2d-e).”
Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems (2010, background): “A large number of studies have shown that metacognitive knowledge and skills can be trained successfully, particularly in the mathematics domain (Chinnappan & Lawson, 1996 ; Kapa, 2001 ; Kramarski & Mevarech, 2003 ; Masui & De Corte, 1999 ).”
Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures (2013, background): “…Baddeley (2003) argues are necessary for students to solve problems creatively, including the vigilance necessary to attend to a long lecture (Kramarski and Mevarech 2003; Smit et al. 2004), and the judgment that students require to make important academic decisions (Butler and Winne 1995).”
Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis (2008, unknown): “…< 12 weeks Duration < 12 weeks Duration < 12 weeks Cited by WWC (continued) APPENDIX A (continued) Author Gordon (1985) Hindley (2003) Karnasih (1995) Kramarski and Mevarech (2003) Lee (1991) Sherman and Thomas (1986) Whicker, Bol, and Nunnery (1997) White (2000) Heuristic Strategies Chukwu (1986)…”