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Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?
ARTICLE

Learning and Instruction Volume 14, Number 6 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The present study investigates the differential effects of cooperative learning with or without metacognitive instruction on making sense of graphs. Participants were 196 eighth-graders who studied in six classrooms. Data were analyzed by using quantitative and qualitative 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 graph interpretation and graph construction (transfer task) with regard to alternative conceptions. Furthermore, observations indicated differential characteristics of discourse behaviors during small group interaction under these methods. The practical implications of the study are discussed.

Citation

Kramarski, B. Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?. Learning and Instruction, 14(6), 593-619. Elsevier Ltd. Retrieved January 25, 2020 from .

This record was imported from Learning and Instruction on February 1, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2004.09.003

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