Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement

Metacognition and Learning

Volumn 3, Issue 2, 2008, Pages 147-157

  Mevarech, Zemira R ^a   Amrany, Chagit ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

IMPROVE; Knowledge about cognition; Mathematics achievement; Meta cognitive awareness; Meta cognitive instruction; Regulation of cognition

Indexed keywords

EID: 47149118136     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-008-9023-3     Document Type: Article

References (23)

1. Artz, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9, 137-175.
2. Dignath, C., Buttner, G., & Langfeldt, H-P. (2007). The efficacy of self-regulated learning interventions at primary and secondary school level-a meta-analysis. Paper presented at the EARLI biennial conference in Budapest, Hungary.
3. Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906-911.
4. Kelemen, W. L., Frost, P. J., & Weaver III, C. A. (2000). Individual differences in metacognition: evidence against a general metacognitive ability. Memory and Cognition, 28, 92-107.
5. Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of meta-cognitive training on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225-250.
6. Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: the effects of cooperative learning and meta-cognitive training. American Educational Research Journal, 40, 281-310.
7. Mevarech, Z. R. (1999). Effects of meta-cognitive training embedded in cooperative settings on mathematical problem solving. The Journal of Educational Research, 92, 195-205.
8. Mevarech, Z. R., & Kramarski, B. (1997). IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34, 365-394.
9. Mevarech, Z. R., & Kramarski, B. (2003). The effects of worked-out examples vs. meta-cognitive training on students' mathematical reasoning. British Journal of Educational Psychology, 73, 449-471.
10. Mevarech, Z. R., & Fridkin, S. (2006). The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition. Metacognition Learning, 1, 85-97.
11. Michalski, T., Zion, M., & Mevarech, Z. R. (2007). Developing students' metacognitive awareness in asynchronous learning networks in comparison to face-to-face discussion groups. Journal of Educational Computing Research, 36, 421-450.
12. Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
13. Pintrich, P. R., & Shunck, D. H. (2002). Motivation in education: theory, research, and applications (2nd ed.). Englewood Cliffs: Prentice Hall.
14. Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113-142.
15. Schoenfeld, A. H. (1985). Matheamtical problem solving. San Diego, CA: Academic.
16. Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychology, 19, 143-154.
17. Schraw, G., & Dennison, R. S. (1994). Assessing meta-cognitive awareness. Contemporary Educational Psychology, 19, 460-475.
18. Schraw, G., Dunkle, M. E., Bendixen, L. D., & Roedel, T. D. (1995). Does a general monitoring skill exist? Journal of Educational Psychology, 87, 433-444.
19. Shamir, A., Gida, C., & Mevarech, Z. R. (2008). The assessment of meta-cognition in different contexts: individualized and peer assisted learning. Paper presented at the annual meeting of AERA, NY.
20. Veenman, M. V. J., Elshout, J. J., & Busato, V. V. (1994). Meta-cognition mediation in learning with computer-based simulation. Computers in Human Behaviour, 10, 93-106.
21. Veenman, M. V. J., Elshout, J. J., & Meijer, J. (1997). The generality vs. domain-specificity of metacognition skills in novice learning across domains. Learning and Instruction, 7, 187-209.
22. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afferbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
23. Volet, S. E. (1991). Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning. Learning and Instruction, 1, 319-336.