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

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Where can I find out more?

A number of interactive research summaries on the GTC Research of the Month website provide significant detail about dialogue in the context of collaborative learning see:

Effective Teachers of Numeracy at: http://www.gtce.org.uk/shared/medialibs
/31435/93134/numeracy.pdf

Improving learning through cognitive intervention: Do you want to know more about how teachers have used cognitive intervention to develop pupils' thinking skills? at:
http://www.gtce.org.uk/shared/medialibs/31435/
93128/103260/raisestudy.pdf

Researching Effective Pedagogy in the Early Years at: http://www.gtce.org.uk/shared/medialibs/
31435/93128/103260/earlyyears.pdf

Social interaction as a means of constructing learning: the impact of Lev Vygotsky's ideas on teaching and learning at: http://www.gtce.org.uk/shared/medialibs/
31435/93134/VygotskyROM.pdf

A short digest on Encouraging Student/Student Interaction in Science lessons:
http://www.educ.sfu.ca/narstsite/publications/research/
encourage2.htm

National Education Research Forum bulletin editions 1 and 2 contain a number of articles about research evidence related to classroom dialogue and co-operative groups, see:
www.nerf-uk/bulletin

National Numeracy Strategy: Learning is more effective when common misconceptions are addressed, exposed and discussed in teaching, at: http://www.standards.dfes.gov.uk/numeracy/prof_dev/self_study/
effectiveteaching/14699/?leaf=4

TTA website, for an article about building on pupils' misconceptions in mathematics: From Nottingham to Prague: Building on best practice internationally
http://www.tta.gov.uk/php/read.php?resourceid=1926

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Thinking skills > Understanding graphs - does metacognitive > Where can I find out more?
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 The impact of pre-school on young children's cognitive attainments at entry to reception. 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 Where can I find out more? A number of interactive research summaries on the GTC Research of the Month website provide significant detail about dialogue in the context of collaborative learning see: Effective Teachers of Numeracy at: http://www.gtce.org.uk/shared/medialibs /31435/93134/numeracy.pdf Improving learning through cognitive intervention: Do you want to know more about how teachers have used cognitive intervention to develop pupils' thinking skills? at: http://www.gtce.org.uk/shared/medialibs/31435/ 93128/103260/raisestudy.pdf Researching Effective Pedagogy in the Early Years at: http://www.gtce.org.uk/shared/medialibs/ 31435/93128/103260/earlyyears.pdf Social interaction as a means of constructing learning: the impact of Lev Vygotsky's ideas on teaching and learning at: http://www.gtce.org.uk/shared/medialibs/ 31435/93134/VygotskyROM.pdf A short digest on Encouraging Student/Student Interaction in Science lessons: http://www.educ.sfu.ca/narstsite/publications/research/ encourage2.htm National Education Research Forum bulletin editions 1 and 2 contain a number of articles about research evidence related to classroom dialogue and co-operative groups, see: www.nerf-uk/bulletin National Numeracy Strategy: Learning is more effective when common misconceptions are addressed, exposed and discussed in teaching, at: http://www.standards.dfes.gov.uk/numeracy/prof_dev/self_study/ effectiveteaching/14699/?leaf=4 TTA website, for an article about building on pupils' misconceptions in mathematics: From Nottingham to Prague: Building on best practice internationally http://www.tta.gov.uk/php/read.php?resourceid=1926