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Using Errors as Springboards for Enhancing Mathematical Reasoning With Three Metacognitive Approaches.

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Title: Using Errors as Springboards for Enhancing Mathematical Reasoning With Three Metacognitive Approaches.
Authors: Kramarski, Bracha, Zoldan, Sarit
Source: Journal of Educational Research. Nov/Dec2008, Vol. 102 Issue 2, p137-151. 15p. 7 Charts, 3 Graphs.
Subjects: Springboards (Logging), Metacognitive therapy, Self-monitoring (Psychology), Reasoning, Problem solving in adolescence, Education research
Abstract: The authors examined effects of 3 metacognitive approaches and 1 control group on mathematical reasoning, conceptual errors, and metacognitive knowledge. The metacognitive approaches were (a) diagnosing errors (DIA), (b) improvement via self-questioning (IMP), and (c) a combined approach (DIA+IMP). Controls (CONT) received no metacognitive instruction. Participants were 115 9th-grade students in an Israeli junior high school studying linear functions and graph representations. Results indicated that students using the combined approach outperformed their peers in all measures of mathematical reasoning and metacognitive knowledge. The IMP students outperformed the DIA and CONT students in problem-solving skills and metacognitive strategy use, and the DIA students outperformed their peers in reducing conceptual errors. The authors discuss the practical and theoretical implications of these metacognitive approaches. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Using Errors as Springboards for Enhancing Mathematical Reasoning With Three Metacognitive Approaches.
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  Data: <searchLink fieldCode="AR" term="%22Kramarski%2C+Bracha%22">Kramarski, Bracha</searchLink><br /><searchLink fieldCode="AR" term="%22Zoldan%2C+Sarit%22">Zoldan, Sarit</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. Nov/Dec2008, Vol. 102 Issue 2, p137-151. 15p. 7 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Springboards+%28Logging%29%22">Springboards (Logging)</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognitive+therapy%22">Metacognitive therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Self-monitoring+%28Psychology%29%22">Self-monitoring (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving+in+adolescence%22">Problem solving in adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink>
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  Label: Abstract
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  Data: The authors examined effects of 3 metacognitive approaches and 1 control group on mathematical reasoning, conceptual errors, and metacognitive knowledge. The metacognitive approaches were (a) diagnosing errors (DIA), (b) improvement via self-questioning (IMP), and (c) a combined approach (DIA+IMP). Controls (CONT) received no metacognitive instruction. Participants were 115 9th-grade students in an Israeli junior high school studying linear functions and graph representations. Results indicated that students using the combined approach outperformed their peers in all measures of mathematical reasoning and metacognitive knowledge. The IMP students outperformed the DIA and CONT students in problem-solving skills and metacognitive strategy use, and the DIA students outperformed their peers in reducing conceptual errors. The authors discuss the practical and theoretical implications of these metacognitive approaches. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3200/JOER.102.2.137-151
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        Text: English
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      – SubjectFull: Springboards (Logging)
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      – SubjectFull: Metacognitive therapy
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      – SubjectFull: Self-monitoring (Psychology)
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      – SubjectFull: Reasoning
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      – SubjectFull: Problem solving in adolescence
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      – SubjectFull: Education research
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      – TitleFull: Using Errors as Springboards for Enhancing Mathematical Reasoning With Three Metacognitive Approaches.
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              Text: Nov/Dec2008
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