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Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes
ARTICLE

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Learning and Instruction Volume 21, Number 3, ISSN 0959-4752 Publisher: Elsevier Ltd

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 (

Citation

Iiskala, T., Vauras, M., Lehtinen, E. & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379-393. Elsevier Ltd. Retrieved October 22, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2010.05.002

Keywords