Search results for author:"Bracha Kramarski"
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Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?
Learning and Instruction Vol. 14, No. 6 pp. 593–619
The present study investigates the differential effects of cooperative learning with or without metacognitive instruction on making sense of graphs. Participants were 196 eighth-graders who studied in six classrooms. Data were analyzed by using...
Educational Media International Vol. 39, No. 1 (2002) pp. 101–6
Investigated the effects of email conversations between teachers and students on learning graphing in ninth grade classrooms. Compares students who used software with students who used software with email, and discusses results which showed email...
Educational Media International Vol. 36, No. 3 (1999) pp. 203–9
Identifies conceptions that students have with regard to the construction of graphs representing everyday situations in a computer learning environment using a GRAPHIC plotter, and examines the resistance of alternative conceptions to formal...
Educational Media International Vol. 43, No. 1 (March 2006) pp. 43–50
This study compares the effects of forum discussion with metacognitive guidance versus forum discussion without metacognitive guidance (Forum) on solving real life mathematical tasks and self-regulated learning. Participants were 43 Grade 7 students ...
Educational Media International Vol. 37, No. 3 (2000) pp. 149–55
Describes a study of eighth graders that examined the contribution of an Internet environment embedded with metacognitive instruction on students' reading comprehension, motivation, and metacognitive awareness. Results show a significant impact on...
Educational Media International Vol. 40, No. 3 (2003) pp. 249–57
Describes a study that investigated the differential effects of Computer Algebra Systems (CAS) and metacognitive training (META) on mathematical reasoning. Participants were 83 Israeli eighth-grade students. Results showed that CAS embedded within...
Studies in Educational Evaluation Vol. 38, No. 1 (March 2012) pp. 1–8
The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers' integration of self-regulated learning (SRL) considerations while infusing technology into a TPCK classroom context (blending K = knowledge about T =...
Three Metacognitive Approaches to Training Pre-Service Teachers in Different Learning Phases of Technological Pedagogical Content Knowledge
Educational Research and Evaluation Vol. 15, No. 5 (October 2009) pp. 465–485
Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts ...
Using Technology To Enhance Mathematical Reasoning: Effects of Feedback and Self-Regulation Learning
Educational Media International Vol. 38, No. 2 (2001) pp. 77–82
Compares the effects of two types of feedback on mathematical reasoning in a computerized Israeli sixth grade class. Metacognitive feedback (MF) is based on self-regulation learning using metacognitive questions that serve as cues for understanding...
Journal of Educational Psychology Vol. 101, No. 1 (February 2009) pp. 161–175
Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' professional growth during their entire career as well as for their ability to promote these processes among students. This study observed...
Online Discussion and Self-Regulated Learning: Effects of Instructional Methods on Mathematical Literacy
Journal of Educational Research Vol. 99, No. 4 (2006) pp. 218–230
The authors investigated the effects of online discussion embedded within metacognitive guidance on mathematical literacy and self-regulated learning (SRL). They compared 4 instructional methods: online discussion embedded within metacognitive...
Journal of Educational Computing Research Vol. 40, No. 4 (2009) pp. 377–404
This exploratory study investigated 100 Israeli 9th graders who used two different group-metacognitive support methods in online mathematical inquiry--group feedback guidance (GFG) and self-explanation guidance (SEG)--compared to a control group ...
International Group for the Psychology of Mathematics Education 2004 (July 2004)
The purpose of the present study was to investigate the effects of forum discussion embedded within metacognitive guidance on mathematical literacy. In particular the study compares two learning environments: (a) Forum discussion with metacognitive...
Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge
Learning and Instruction Vol. 20, No. 5 (October 2010) pp. 434–447
The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction ...
Effects of Multimedia Environments on Kindergarten Children's Mathematical Achievements and Style of Learning
Educational Media International Vol. 43, No. 1 (March 2006) pp. 3–17
The purpose of the study is two-fold: (a) to investigate the effects of learning mathematics with multimedia embedded in different styles of learning (cooperative learning versus individual learning) in kindergarten on students mathematical...
Grading styles and disciplinary expertise: The mediating role of the teacher’s perception of the subject matter
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 5 pp. 831–840
Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as “open/flexible” or ...