Educational Studies in Mathematics

, Volume 49, Issue 2, pp 225–250 | Cite as

The effects of metacognitive instruction on solving mathematical authentic tasks

  • Bracha Kramarski
  • Zemira R. Mevarech
  • Marsel Arami
Article

Abstract

The present study investigates the differential effects of cooperative-learning with or without metacognitive instruction on lower and higher achievers' solutions of mathematical authentic tasks. Participants were 91 seventh graders who studied in three classrooms. Data were analyzed by using qualitative and quantitative methods. Results indicated that students who were exposed to the metacognitive instruction within cooperative learning (COOP+META) significantly outperformed their counterparts who were exposed to cooperative learning with no metacognitive instruction (COOP). The positive effects of COOP+META were observed on both authentic and standard tasks. In addition, the findings show the positive effects of COOP+META method on lower and higher achievers. The practical implications of the study are discussed.

authentic tasks cooperative learning metacognition problem solving 

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Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  • Bracha Kramarski
    • 1
  • Zemira R. Mevarech
    • 1
  • Marsel Arami
    • 1
  1. 1.School of EducationBar-Ilan UniversityRamat-GanIsrael

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