Understanding graphs – does metacognitive questioning help students develop and refine their mathematical ideas?

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Thinking skills
Mathematics

What was classroom discourse like and how did it differ between the two samples?

The research findings suggested that when compared with the control group, students in the intervention class:

demonstrated greater levels of participation and working together;
provided and received from their peers more elaborated explanations; and
engaged in elaborated dialogue more frequently.

Control group students tended to spend more time working individually, (even though they were organised in co-operative groups) and asked more questions of a technical nature. However, off task behaviour was rarely an issue in either group. In addition, students in both groups continued to provide or receive similar numbers of answers without explanation.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What sorts of conceptual problems did the students have? How did the intervention affect students' mathematical understanding? What was classroom discourse like and how did it differ between the two samples? What classroom activities did the intervention involve? What questions were used to foster metacognition? How was the study designed and carried out? What are the implications of this work? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Understanding graphs – does metacognitive questioning help students develop and refine their mathematical ideas? This digest found in Thinking skills Mathematics Send to a friend Word doc 80KB Printer friendly Collate for later What was classroom discourse like and how did it differ between the two samples? The research findings suggested that when compared with the control group, students in the intervention class: demonstrated greater levels of participation and working together; provided and received from their peers more elaborated explanations; and engaged in elaborated dialogue more frequently. Control group students tended to spend more time working individually, (even though they were organised in co-operative groups) and asked more questions of a technical nature. However, off task behaviour was rarely an issue in either group. In addition, students in both groups continued to provide or receive similar numbers of answers without explanation.