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Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving?


by Meirav Tzohar-Rozen & Bracha Kramarski — 2017

Mathematical problem solving is one of the most valuable aspects of mathematics education and the most difficult for elementary school students. Cognitive and metacognitive difficulties in this area cause students to develop negative attitudes and emotions as affective reactions, hampering their efforts and achievements. These metacognitive and meta-affective reactions are fundamental aspects of self-regulated learning (SRL), a non-innate process that requires systematic, explicit student training. This study investigated the impact of two self-regulation programs among young students (Grade 5)—metacognition (n = 64) and meta-affect (n = 54) versus a control group (n =53)—on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes of a focus group during a thinking-aloud solution. Mixed methods indicate that students who participated in the metacognitive and meta-affective intervention programs presented similar but higher achievements than the control group. Additionally, during the thinking-aloud solution, students from each group broadly implemented the self-regulation processes they were trained in, while consistently referring to all the self-regulation phases. The current study makes an important contribution to practical implications for students with diverse abilities.


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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. -
http://www.tcrecord.org ID Number: 21927, Date Accessed: 10/17/2017 4:40:52 PM

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About the Author
  • Meirav Tzohar-Rozen
    Tel-Aviv University
    E-mail Author
    MEIRAV TZOHAR-ROZEN received her Ph.D. from Bar-Ilan University, Israel. Her research specializes in self-regulated learning processes in mathematics. She is a lecturer at Levinsky College of Education and Tel-Aviv University. Her main teaching area focuses on students with special needs.
  • Bracha Kramarski
    Bar-Ilan University
    E-mail Author
    BRACHA KRAMARSKI is an associate professor and the head of the math-training department at Bar-Ilan University. Her research deals with metacognition and SRL in mathematics education and teachers’ professional education with advanced technology environments. She developed an innovative method called IMPROVE for learning mathematics, which is based on metacognitive and SRL principles, cooperative learning, and feedback-corrective theories and has been adapted to various domains (e.g., STEM). Her research is presented at diverse conferences and published in prestigious journals.
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