Refereed journal article or data article (A1)
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes
List of Authors: Iiskala T, Vauras M, Lehtinen E, Salonen P
Publisher: PERGAMON-ELSEVIER SCIENCE LTD
Publication year: 2011
Journal: Learning and Instruction
Book title *: Learning and Instruction
Journal name in source: LEARNING AND INSTRUCTION
Journal acronym: LEARN INSTR
Number in series: 3
Volume number: 21
Issue number: 3
Start page: 379
End page: 393
Number of pages: 15
ISSN: 0959-4752
eISSN: 1873-3263
DOI: http://dx.doi.org/10.1016/j.learninstruc.2010.05.002
Abstract
This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication (N = 14 675). Episodes of socially shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially shared metacognition. (C) 2010 Elsevier Ltd. All rights reserved.
This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication (N = 14 675). Episodes of socially shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially shared metacognition. (C) 2010 Elsevier Ltd. All rights reserved.
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