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

Learning and Instruction

Volumn 14, Issue 6, 2004, Pages 593-619

  Kramarski, Bracha ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

Alternative conceptions; Comparative study; Discourse behaviors; Graph sense; Mathematical conceptions; Metacognitive instruction

Indexed keywords

EID: 10144224239     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2004.09.003     Document Type: Article

References (52)

1. B. Barron Problem solving in video-based microworlds: Collaborative and individual outcomes of high-achieving sixth-grade students Journal of Educational Psychology 92 2000 391-398
2. B. Barron Achieving coordination in collaborative problem solving groups The Journal of the Learning Sciences 9 4 2000 403-436
3. A. Bell G. & Brekke M. Swan Diagnostic teaching: 4 graphical interpretations Mathematics Teaching 119 1987 56-60
4. A. Bell G. Brekke & M. Swan Diagnostic teaching: 5 graphical interpretations' teaching styles and their effects Mathematics Teaching 120 1987 50-57
5. N. Bennett & E. Dunne The nature and quality of talk in co-operative classroom group Learning and Instruction 1 1991 103-118
6. A.L. Brown J.D. Bransford R.A. Ferrara & J.C. Campione Learning, remembering, and understanding In J.H. Flavell & E.M. Markman (Eds) Handbook of child psychology: Cognitive development Vol. 3 1983 Wiley New York 77-166
7. A. Brown & A. Palincsar Guided cooperative learning in individual knowledge acquisition In L. Resnick (Eds) Learning, knowing and instruction: Essays in honor of Robert Glaser 1989 Lawrence Erlbaum Hillsdale, NJ 393-451
8. S. Caravita Commentary: A reframed conceptual change theory? Learning and Instruction 11 2001 421-429
9. P. Cobb Mathematical learning and small-group interaction: Four case studies In P. Cobb & H. Bauersfeld (Eds) The emergence of mathematical meaning: Interaction in classroom cultures 1995 Hillsdale New Jersey 25-130
10. P. Cobb Individual and collective mathematical development: The case of statistical data analyzing Mathematical Thinking and Learning 1 1999 4-43
11. P. Cobb A. Boufi K. McClain & J. Whitenack Reflective discourse and collective reflection Journal for Research in Mathematics Education 28 1997 28-47
12. Cohen, E.G. (1996). A sociologist looks at talking and working together in the mathematics classroom. Paper presented at the American Educational Research Association, NY.
13. J. Confrey A review of the research on student conceptions in mathematics, science, and programming In C.E. Cazden (Eds) Review of Research in Education 16 1990 3-56
14. J. Confrey Learning to see children mathematics: Crucial challenges in constructivist reform In K. Tobin (Eds) The practice of constructivism in science education 1993 AAAS Press Washington, DC 299-321
15. B. Eylon M.C. Linn Learning and instruction: An examination of four research perspectives in science education Review of Educational Research 58 1988 251-302
16. J.H. Flavell Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry American Psychology 34 1979 906-911
17. N.S. Friel R.F. Curcio & G.W. Bright Making sense of graphs: critical factors influencing comprehension and instructional implications Journal for Research in Mathematics Education 32 2 2001 124-158
18. J. Jacobs & S. Paris Children's metacognition, measurement, and instruction Educational Psychologist 22 1987 255-278
19. A. King Effects of training in strategic questioning on children's problem-solving performance Journal of Educational Psychology 83 1991 307-317
20. A. King Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain American Educational Research Journal 31 1994 338-368
21. B. Kramarski Is easier better? - the study of graphs by computers Educational Media International 36 3 1999 203-209
22. B. Kramarski Enhancing mathematical discourse: The effects of email conversation on learning graphing Educational Media International 39 1 2002 101-106
23. B. Kramarski & Z.R. Mevarech Enhancing mathematical reasoning in the classroom: Effects of cooperative learning and metacognitive training American Educational Research Journal 40 1 2003 239-280
24. B. Kramarski Z.R. Mevarech & M. Arami The effects of metacognitive training on solving mathematical authentic tasks Educational Studies in Mathematics 49 2002 225-250
25. B. Kramarski Z.R. Mevarech & A. Liberman The effects of multilevel- versus unilevel-metacognitive training on mathematical reasoning Journal for Educational Research 94 5 2001 292-300
26. B. Kramarski & R. Ritkof The effects of metacognition and email conversation on learning graphing Journal of Computer Assisted Learning 18 2002 33-43
27. L. Lampert When the problem is not the question and the solution is not the answer: Mathematical; knowing and teaching American Educational Research Journal 27 1 1990 29-63
28. G. Leinhardt O. Zaslavsky & M.K. Stein Functions, graphs, and graphing: Tasks, learning, and teaching Review of Educational Research 60 1990 1-64
29. F.K. Lester J. Garofalo & D.L. Kroll The role of metacognition in mathematical problem solving: A study of two grade seven classes Technical Report 1989 1-126
30. M. Limon On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal Learning and Instruction 11 2001 357-380
31. C. Masui & E. De Corte Enhancing learning and problem solving skills: Orienting and self-judging, two powerful and training learning tools Learning and Instruction 9 6 1999 517-542
32. M.S. Meloth & P.D. Deering Task talk and task awareness under different cooperative learning conditions American Educational Research Journal 31 1994 138-165
33. Z.R. Mevarech & B. Kramarski How and how much can cooperative Logo environments enhance creativity and social relationships? Learning and Instruction 2 1992 259-274
34. Z.R. Mevarech & B. Kramarski Vygotsky and Papert: Social-cognitive interactions with Logo environments British Journal of Educational Psychology 63 1993 96-109
35. Z.R. Mevarech & B. Kramarski From verbal descriptions to graphic representations: Misconceptions regarding the construction of linear graphs Educational Studies in Mathematics 32 1997 22-263
36. Z.R. Mevarech & B. Kramarski IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms American Educational Research Journal 34 1997 365-394
37. Z.R. Mevarech & E. Stern Interaction between knowledge and contexts on understanding abstract mathematical concepts Journal of Experimental Child Psychology 65 1997 68-95
38. National Council of Teachers of Mathematics Principles and standards for school mathematics 2000 National Council of Teachers of Mathematics Reston, VA
39. OECD. (2000). Measuring students knowledge and skills. The PISA 2000 assessment of reading, mathematical and scientific literacy.
40. G. Salomon T. Globerson & E. Guterman The computer as a zone of proximal development: Internalizing reading-related metacognition from a reading partner Journal of Educational Psychology 81 1989 620-627
41. A.H. Schoenfeld Mathematical problem solving 1985 Academic Press San Diego, CA
42. A.H. Schoenfeld Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics In D.A. Grouws Handbook of research on mathematics teaching and learning 1992 Macmillan New York 165-197
43. R.E. Slavin Research on cooperative learning and achievement: What we know, what we need to know Contemporary Educational Psychology 21 1996 43-69
44. J.P. Smith A.A. DiSessa & J. Roschelle Misconceptions reconceived: A constructivist analysis of knowledge in transition The Journal of the Learning Science 3 1993 115-163
45. H.L. Swanson Influence of metacognitive knowledge and aptitude on problem solving Journal of Educational Psychology 82 2 1990 306-314
46. S. Symons C. Greene Elaborative interrogation and children's learning of unfamiliar facts Applied Cognitive Psychology 7 1993 219-228
47. H. Wainer Understanding graphs and tables Educational Researcher 21 1992 14-23
48. N. Webb Peer interaction and learning in small groups International Journal of Educational Research 13 1989 21-40
49. N. Webb Task-related verbal interaction in mathematics learning in small groups Journal for Research in Mathematics Education 22 1991 366-389
50. N. Webb S. Farivar Promoting helping behavior in cooperative small groups in middle school mathematics American Journal of Educational Research 31 1994 369-396
51. M.C. Wittrock Students' thought processes In M.C. Wittrock (Eds) Handbook of research on teaching 3rd ed. 1986 Macmillan New York
52. M. Yerushalmy Effects of computerized feedback on performing and debugging algebraic transformations Journal of Educational Computing Research 7 1991 309-330