Do it this way! metacognitive strategies in collaborative mathematical problem solving

Goos M. and Galbraith P. (1996) Do it this way! metacognitive strategies in collaborative mathematical problem solving. Educational Studies in Mathematics, 30 3: 229-260.

Author Goos M.
Galbraith P.
Title Do it this way! metacognitive strategies in collaborative mathematical problem solving
Journal name Educational Studies in Mathematics   Check publisher's open access policy
ISSN 0013-1954
Publication date 1996-01-01
Sub-type Article (original research)
Volume 30
Issue 3
Start page 229
End page 260
Total pages 32
Subject 2600 Mathematics
3300 Social Sciences
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.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import
 
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Created: Tue, 12 Jul 2016, 11:44:48 EST by System User