Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving?

Autor/inn/en	Tzohar-Rozen, Meirav; Kramarski, Bracha
Titel	Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving?
Quelle	In: Teachers College Record, 119 (2017) 13Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Metacognition; Problem Solving; Elementary School Mathematics; Grade 5; Mixed Methods Research; Self Control; Control Groups; Mathematics Education; Elementary School Students; Learning Strategies; Focus Groups + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Selbstbeherrschung; Mathematische Bildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Mathematical problem solving is one of the most valuable aspects of mathematics education and the most difficult for elementary school students. Cognitive and metacognitive difficulties in this area cause students to develop negative attitudes and emotions as affective reactions, hampering their efforts and achievements. These metacognitive and meta-affective reactions are fundamental aspects of self-regulated learning (SRL), a non-innate process that requires systematic, explicit student training. This study investigated the impact of two self-regulation programs among young students (Grade 5)--metacognition (n = 64) and meta-affect (n = 54) versus a control group (n =53)--on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes of a focus group during a thinking-aloud solution. Mixed methods indicate that students who participated in the metacognitive and meta-affective intervention programs presented similar but higher achievements than the control group. Additionally, during the thinking-aloud solution, students from each group broadly implemented the self-regulation processes they were trained in, while consistently referring to all the self-regulation phases. The current study makes an important contribution to practical implications for students with diverse abilities. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01