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

2003/01/01 by Bracha Kramarski, Zemira R. Mevarech · 13 citations
Psychology · Social Sciences · #Innovative Teaching and Learning Methods #Education and Technology Integration #Mathematics Education and Teaching Techniques

paper · doi:10.3102/00028312040001281

Abstract

The purpose of this study was to investigate the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individualized learning without metacognitive training (IND). Results showed that the COOP+META group significantly outperformed the IND +META group, which in turn significantly outperformed the COOP and IND groups on graph interpretation and various aspects of mathematical explanations. Furthermore, the metacognitive groups (COOP+META and IND +META) outperformed their counterparts (COOP and IND) on graph construction (transfer tasks) and metacognitive knowledge. This article presents theoretical and practical implications of the findings.

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