Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems

Pennequin, Valérie; Sorel, Olivier; Nanty, Isabelle; Fontaine, Roger

doi:10.1080/13546783.2010.509052

Cited by 82 publications

(59 citation statements)

References 29 publications

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“…Metacognitive interventions have also been shown to be more beneficial to lower achieving students. Pennequin, Sorel, Nanty, and Fontaine (2010) found that the mathematical problem-solving skills and metacognitive ability of lower achieving students improved to a greater degree than for those who were high achieving, allowing them to solve problems at a similar level.…”

Section: Empirical Evidence For the Role Of Metacognitionmentioning

confidence: 98%

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

Smith

Mancy

2018

Research in Mathematics Education

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The purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of the role of group work on the individual use of metacognition during problem-solving has been limited because research has focused on either the individual or the group as a collective. Here, primary students (aged nine to 10) were video-recorded in a naturalistic classroom setting during group mathematical problem-solving sessions. Student talk was coded for metacognitive, cognitive and social content, and also for collaborative content. Compared with cognitive talk, we found that metacognitive talk was more likely to meet the criteria to be considered collaborative, with a higher probability of being both preceded by and followed by collaborative talk. Our results suggest that collaborative metacognition arises from combined individual and group processes.ARTICLE HISTORY

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Section: Empirical Evidence For the Role Of Metacognitionmentioning

confidence: 98%

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

Smith

Mancy

2018

Research in Mathematics Education

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“…Teachers are able to contribute to their students' success in many ways; for example, developing learning skills is still in the teachers' hands while helping students through a dialogic approach to teaching using open questions, helping them develop skills through self-reflective talk and instructing others among other practices (Jones, 2007;Pennequin et al, 2010;van der Stel and Veenman, 2010;Simister, 2007;Steklàcs, 2010). When reading strategies are taught to students, and these were associated with student reading attitude scores, it explained about 4% of the school-level variance in the Hong-Kong PIRLS studies, suggesting that students may use those reading strategies to read successfully, and reading motivation and interest may be enhanced by successful reading experiences (Shek-kam, Xiao-yain and Wai-yip, 2013, p.259-260).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Metacognitive learning strategies have been proven to have a highly positive effect on improving learning results; furthermore, some considerable improvement in reading results has also been noted for students with low academic ability (Jones, 2007;Pennequin et al, 2010;Veenman, 2008, 2010).…”

Section: Learning Strategiesmentioning

confidence: 99%

Reading performance, learning strategies, gender and school language as related issues – PISA 2009 findings in Finland and Estonia

Säälik¹

2015

IJoTE

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“…Metacognitive skills (or application of this knowledge) involve those aspects that facilitate the control and regulation of one's cognitive system and learning process. These skills refer to abilities such as planning, self-monitoring, and self-evaluation and would represent the authentic procedures and strategies used during task performance to monitor and control one's cognition (Pennequin et al, 2010). Traditionally, both metacognitive components have been assessed through self-report techniques, mainly by means of questionnaires and interviews.…”

Section: Metacognitive Knowledge and Skillsmentioning

confidence: 99%

Metacognitive Knowledge and Skills in Students with Deep Approach to Learning. Evidence from Mathematical Problem Solving // Conocimiento y habilidades metacognitivas en estudiantes con un enfoque profundo de aprendizaje. Evidencias en la resolución de problemas matemáticos

García¹,

Cueli

Pérez

et al. 2015

REV PSICODIDACT

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Student approaches to learning and metacognitive strategies are two important conditioning factors in solving mathematical problems. The evidence suggests that it is the deep approach to learning which leads to student success in such tasks. The present study focused on analyzing the differences in metacognitive knowledge and skills in a sample of 524 fifth and sixth grade students divided into three groups based on their different levels of use of a deep approach (241 = low; 152 = medium; and 131 = high). Metacognitive knowledge was assessed using the Learning Strategies Knowledge Questionnaire, while evidence about metacognitive skills was gathered by means of process measures (Triple Tasks Procedure) during students' solving of two mathematical word problems. Statistically significant differences in metacognitive knowledge were found among groups while differences in metacognitive skills were only found in the second task, with a low effect size.Keywords: Deep approach to learning, Elementary school, metacognitive knowledge, metacognitive skills, Mathematics problem solving. ResumenEl enfoque de aprendizaje y las estrategias metacognitivas son importantes condicionantes en la resolución de problemas matemáticos. La investigación ha puesto de relevancia que el enfoque profundo de aprendizaje dirige al estudiante al éxito en la ejecución de estas tareas. Este trabajo ha pretendido analizar las diferencias en el conocimiento y habilidades metacognitivas de 524 estudiantes de quinto y sexto de primaria clasificados en tres grupos en función del nivel de uso del enfoque profundo (241 = bajo; 152 = medio; 131 = alto). El conocimiento metacognitivo fue evaluado con el cuestionario de conocimiento de estrategias de aprendizaje, y las habilidades metacognitivas con medidas del proceso (Triple Tarea) durante la resolución de dos problemas matemáticos. Los resultados mostraron diferencias estadísticamente significativas en el conocimiento metacognitivo y, en las habilidades metacognitivas en la segunda tarea con un bajo tamaño del efecto.Palabras clave: Enfoque profundo, educación primaria, conocimiento metacognitivo, habilidades metacognitivas, resolución de problemas matemáticos.

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Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems

Cited by 82 publications

References 29 publications

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

Reading performance, learning strategies, gender and school language as related issues – PISA 2009 findings in Finland and Estonia

Metacognitive Knowledge and Skills in Students with Deep Approach to Learning. Evidence from Mathematical Problem Solving // Conocimiento y habilidades metacognitivas en estudiantes con un enfoque profundo de aprendizaje. Evidencias en la resolución de problemas matemáticos

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