Our research aimed to investigate the potential learning benefits to young children of implementing digital interactive multimodal technologies that provide both visual and haptic experiences in elementary mathematics classrooms. We studied the ways in which fourth-grade students collaboratively create collective strategies for solving…

Describes a study of 2 secondary students working problems over a 10-week period. Information on metacognitive awareness, confidence, and ability were collected through two videotaped sessions and questionnaires. Results suggest impulsiveness and perceived order of merit inhibit effective problem solving. (MTE)

Reports on a 3-year study of patterns of student-student social interaction that mediated metacognitive activity in senior secondary school mathematics classrooms. Unsuccessful problem solving was characterized by students' poor metacognitive decisions exacerbated by lack of critical engagement with each other's thinking while successful outcomes…

This paper describes the problem-solving behaviors of 12 mathematicians as they completed four mathematical tasks. The emergent problem-solving framework draws on the large body of research, as grounded by and modified in response to our close observations of these mathematicians. The resulting "Multidimensional Problem-Solving Framework" has four…

Investigates the differential effects of cooperative learning with or without metacognitive instruction on lower and higher achievers' solutions of mathematical authentic tasks. Results indicate that students exposed to metacognitive instruction within cooperative learning (COOP+META) significantly outperformed their counterparts exposed to…

The purpose of this exploratory study was to investigate the impact of writing during mathematical problem solving. The study involved an analysis of ninth grade algebra students' written and verbal descriptions of their mathematical problem solving processes. Through this comparison, a better understanding of the connection between problem…

Reports on an intensive study of problem-solving activity of female students at the senior secondary level. Focuses on both the mathematical processing and the underlying cognitive and metacognitive activities that led to that processing. Concludes that all successful groups displayed a high number of key points where metacognitive decisions could…