Metacognitive Feedback in Online Mathematical Discussion

2009 ◽  
pp. 794-806 ◽  
Author(s):  
Bracha Kramarski
Keyword(s):  
Problem Solving ◽  
Transfer Test ◽  
Online Discussion ◽  
Real Life ◽  
Solution Process ◽  
The Other ◽  
Mathematical Discussion ◽  
Eighth Grade Students ◽  
Practical Implications ◽  
Problem Solving Task

Effects of two online inquiry discussions in mathematics are compared: one inquiry was based on metacognitive feedback guidance (MFG) and the other with no such guidance (NG). The MFG students were exposed to the IMPROVE metacognitive questioning method that serves as cues for solving the problem and features of providing feedback (Kramarski & Mevarech, 2003). A total of80 eighth-grade students participated in the study. Students were asked to solve online a real-life task and provide feedback to their peers about the solution process. Results indicated that the MFG students significantly outperformed the NG students in online problem-solving task. The MFG students were engaged more in online discussion with respect to mathematical and metacognitive aspects. They also succeeded more on a delayed written mathematical transfer test. Theoretical and practical implications of the study are discussed.

scholarly journals Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Yang Jiang ◽  
Tao Gong ◽  
Luis E. Saldivia ◽  
Gabrielle Cayton-Hodges ◽  
Christopher Agard
Keyword(s):  
Problem Solving ◽  
Time Allocation ◽  
Large Scale ◽  
Solution Process ◽  
Process Data ◽  
Mathematics Assessments ◽  
Assessment Design ◽  
Eighth Grade Students ◽  
Problem Solving Strategies ◽  
Drag And Drop

AbstractIn 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie test-takers’ performances in ways that are not otherwise possible with the response data alone. In this exploratory study, we investigated the problem-solving processes and strategies applied by the nation’s fourth and eighth graders by analyzing the process data collected during their interactions with two technology-enhanced drag-and-drop items (one item for each grade) included in the first digital operational administration of the NAEP’s mathematics assessments. Results from this research revealed how test-takers who achieved different levels of accuracy on the items engaged in various cognitive and metacognitive processes (e.g., in terms of their time allocation, answer change behaviors, and problem-solving strategies), providing insights into the common mathematical misconceptions that fourth- and eighth-grade students held and the steps where they may have struggled during their solution process. Implications of the findings for educational assessment design and limitations of this research are also discussed.

Metadiscourse and coherence in interpreting

Babel ◽  
2017 ◽  
Vol 63 (6) ◽  
pp. 846-860
Author(s):  
Rongbo Fu
Keyword(s):  
Qualitative Analysis ◽  
Real Life ◽  
The Other ◽  
Oral Discourse ◽  
Content Type ◽  
Written Text ◽  
General Consensus ◽  
Successful Communication ◽  
Practical Implications

Abstract This paper aims to look closely at the achievement of coherence in interpreting through the prism of metadiscourse, a set of grammatical resources instrumental in organizing a discourse, guiding the recipients towards an author/speaker’s preferred interpretation while taking account of their needs and expectation. Despite a general consensus on the role of the umbrella term, opinions vary on what falls under it. Further, while the conception sets an illuminating framework for empirical endeavors to delve into the way in which meaning is negotiated and represented at discoursal level, its discussion is often confined to the analysis of written text in specific genre (e.g. academic treatise), leaving its role in oral discourse scarcely explored. In this paper, we propose an adapted taxonomy for the analysis of devices as such in interpretation and relate them to the building of coherence in interpreted events. Qualitative analysis of instances from real-life situations is then presented to show that successful communication in interpreting does not only come as a result of rendering the propositional message, but also involves a process of skillfully managing various metadiscoursal devices in reconstructing intertextual and intratextual conherences, both of which serve the same communicative goal with neither enjoying precedence over the other. The proposed taxonomy of metadiscourse may have some pedagogical and practical implications.

Resolving conflict in organizations – achieving results through a harmonization process

2019 ◽  
Vol 33 (5) ◽  
pp. 4-7
Author(s):  
Thuc-Doan Nguyen
Keyword(s):  
Problem Solving ◽  
Conflict Management ◽  
Design Methodology ◽  
The Other ◽  
Organizational Life ◽  
Content Type ◽  
Management Capability ◽  
Harmonization Process ◽  
The One ◽  
Practical Implications

Purpose Conflict is inevitable in organizational life. On the one hand, it can bring creativity and enhance problem-solving. On the other, it can hinder effective problem-solving, increase defensiveness and member dissatisfaction, and create a destructive work environment. This paper aims to outline four important components of harmonization that help to enhance conflict-management capability. Design/methodology/approach Based on Nguyen and Belk’s (2013) harmonization framework, the author adds their own comments and places in the context of resolving conflict in organization. Findings The harmonization process synthesizes multiple goals and balances differences to achieve better solutions without discounting any of these elements. Harmonization provides better understanding of important issues and why they are critical to each party. Each party will feel better about the situation after having heard the other side’s position. There might be anger, anxiety, or frustration at the beginning. However, when people successfully go through the harmonization process, they feel happy, connected to others and proud of the results they get. These processes require communicating with others, learning others’ perspectives, understanding and empathizing with others, and being willing to adjust. Practical implications The paper outlines four skills in which organizations can train their employees to improve conflict management. Originality/value Harmonization process is applied to conflict management in organization.

scholarly journals A Meta-Analysis of the Faking Resistance of Forced-Choice Personality Inventories

2021 ◽  
Vol 12 ◽  
Author(s):  
Alexandra Martínez ◽  
Jesús F. Salgado
Keyword(s):  
Meta Analysis ◽  
Real Life ◽  
Forced Choice ◽  
The Other ◽  
Effect Sizes ◽  
Personality Inventories ◽  
Selection Processes ◽  
Practical Implications

This study presents a comprehensive meta-analysis on the faking resistance of forced-choice (FC) inventories. The results showed that (1) FC inventories show resistance to faking behavior; (2) the magnitude of faking is higher in experimental contexts than in real-life selection processes, suggesting that the effects of faking may be, in part, a laboratory phenomenon; and (3) quasi-ipsative FC inventories are more resistant to faking than the other FC formats. Smaller effect sizes were found for conscientiousness when the quasi-ipsative format was used (δ = 0.49 vs. δ = 1.27 for ipsative formats). Also, the effect sizes were smaller for the applicant samples than for the experimental samples. Finally, the contributions and practical implications of these findings are discussed.

Self-Regulated Learning in Online Mathematical Problem-Solving Discussion Forums

2012 ◽  
pp. 1145-1155
Author(s):  
Bracha Kramarski
Keyword(s):  
Problem Solving ◽  
Online Discussion ◽  
Mathematical Problem ◽  
Solution Process ◽  
Mathematical Problem Solving ◽  
Discussion Forums ◽  
Self Regulated Learning ◽  
Online Discussion Forums ◽  
Research Fields ◽  
Regulated Learning

Online discussion forums have created both opportunities and challenges in the instruction of mathematics. They provide a variety of tools for sharing knowledge during the solution process, which can enhance students’ mathematical problem solving. However, research also indicates that students have difficulty engaging in the processes involved in using discussion forums, which require the ability to coordinate knowledge with solution strategies and control behaviors (i.e., monitoring). This ability is the essence of self-regulated learning (SRL). This article presents how one may stimulate students’ online SRL in mathematical problem-solving discussion forums by using support techniques. An overview of four research fields, along with the leading experts in each field, presents the complexity of mathematical problem-solving online discussion forum tools, SRL models and self-questioning support techniques using the IMPROVE model. Future directions are suggested.

scholarly journals Seeking freelancers’ motivations to adopt an entrepreneurial career – a storytelling approach

2019 ◽  
Vol 13 (1) ◽  
pp. 206-215
Author(s):  
Daniela Damian ◽  
Alexandru Capatina
Keyword(s):  
Qualitative Research ◽  
Qualitative Study ◽  
Career Paths ◽  
Online Survey ◽  
Real Life ◽  
The Other ◽  
Analysis Software ◽  
The Future ◽  
The One ◽  
Practical Implications

Abstract The article focuses on worldwide freelancers’ stories as explanatory resources in understanding their reasons to embrace or not an entrepreneurial career in the future. It draws upon a qualitative study related on the motivations, benefits and risks of moving from freelancing to an entrepreneurial career, where participants to the survey freely expressed their perceptions, based on their genuine experiences. Data collected during the online survey have been analyzed with NVivo12 software. This qualitative analysis software allowed us to cluster the narratives of freelancers, based on the similarity of words contained in content, on the one hand, and provided a deeper understanding of sentiments related to freelancers’ intention to turn entrepreneurs, on the other hand. Following two principles: „No need to invent or reinvent yourself” and „Real life truths have the most impact”, freelancers who accepted our invitation to the survey highlighted their visions regarding the future career paths, providing an approach to understand their choice to become or not entrepreneurs. Freelancers’ career path can be more comprehensively described, understood and communicated using their stories, so storytelling has been considered the single methodology appropriate to this study objectives. Practical implications of this qualitative research, its limitations and further research avenues are also highlighted.

Teaching as Transaction: Vygotskian Perspectives on Deafness and Mother-Child Interaction

1994 ◽  
Vol 60 (5) ◽  
pp. 434-449 ◽  
Author(s):  
Janet R. Jamieson
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Problem Solving ◽  
Deaf Child ◽  
The Other ◽  
Deaf Children ◽  
Hearing Child ◽  
Child Interaction ◽  
Mothers And Children ◽  
Problem Solving Task

This study examines the processes by which mothers communicate with their hearing and deaf preschool children during a problem-solving task. Mothers and children from three matched groups—hearing mother-hearing child, hearing mother-deaf child, and deaf mother-deaf child—were videotaped while the mother taught the child to assemble a wooden pyramid. Hearing mothers of deaf children were less likely to adapt their interactional strategies to meet their children's communicative needs and achieve intersubjectivity than were the other mothers. Findings support Vygotsky's dialectical notion of cognitive development.

Effects of Cooperative, Competitive, and Individualistic Conditions on Children’s Problem-solving Performance

1980 ◽  
Vol 17 (1) ◽  
pp. 83-93 ◽  
Author(s):  
David W. Johnson ◽  
Linda Skon ◽  
Roger Johnson
Keyword(s):  
Problem Solving ◽  
Spatial Reasoning ◽  
First Grade ◽  
The Other ◽  
High Ability ◽  
Competitive Condition ◽  
Verbal Problem ◽  
Males And Females ◽  
High Ability Students ◽  
Problem Solving Task

The effects of interpersonal cooperation, competition, and individualistic efforts were compared on a categorization and retrieval, a spatial-reasoning, and a verbal problem-solving task. Forty-five first-grade children were randomly assigned to conditions stratified on the basis of sex and ability, so that an approximately equal percentage of males and females and high, medium, and low ability children were included in each condition. The results indicate that on all three tasks students in the cooperative condition achieved higher than did those in the individualistic condition, and on two of the three tasks students in the cooperative condition achieved higher than did those in the competitive condition. There were no significant differences between the competitive and individualistic condition. Students in the cooperative condition used higher quality strategies on the three tasks than did those in the other two conditions, and they perceived higher levels of peer support and encouragement for learning. High ability students in the cooperative condition generally achieved higher than did the high ability students in the competitive and individualistic conditions.

Homogeneous Groups Develop Thoughtful Mathematics

1999 ◽  
Vol 4 (7) ◽  
pp. 478-483
Author(s):  
Sylvia A. Bulgar ◽  
Lynn D. Tarlow
Keyword(s):  
United States ◽  
Problem Solving ◽  
Real Life ◽  
The United States ◽  
Science Study ◽  
Homogeneous Groups ◽  
The Third ◽  
Mathematics Educators ◽  
Eighth Grade Students ◽  
Mathematics And Science

The results from the Third International Mathematics and Science Study (TIMSS), which tested a half million eighth-grade students in fortyone countries, have recently been publicized. Students in the United States ranked below average in mathematics, whereas students in Singapore earned top scores. Examining how students in Singapore study mathematics should provide useful information to mathematics educators on how to improve the performance of students in the United States. Problem solving is emphasized in Singapore, where students are expected to struggle with problems that have real-life implications.

Scientific Problem Solving in a Virtual Laboratory: A Comparison Between Individuals and Pairs

2008 ◽  
Vol 67 (2) ◽  
pp. 71-83 ◽  
Author(s):  
Yolanda A. Métrailler ◽  
Ester Reijnen ◽  
Cornelia Kneser ◽  
Klaus Opwis
Keyword(s):  
Visual Search ◽  
Problem Solving ◽  
Process Data ◽  
Scientific Problem ◽  
Domain Specific ◽  
Scientific Problem Solving ◽  
Before And After ◽  
Verbal Data ◽  
Psychological Knowledge ◽  
Problem Solving Task

This study compared individuals with pairs in a scientific problem-solving task. Participants interacted with a virtual psychological laboratory called Virtue to reason about a visual search theory. To this end, they created hypotheses, designed experiments, and analyzed and interpreted the results of their experiments in order to discover which of five possible factors affected the visual search process. Before and after their interaction with Virtue, participants took a test measuring theoretical and methodological knowledge. In addition, process data reflecting participants’ experimental activities and verbal data were collected. The results showed a significant but equal increase in knowledge for both groups. We found differences between individuals and pairs in the evaluation of hypotheses in the process data, and in descriptive and explanatory statements in the verbal data. Interacting with Virtue helped all students improve their domain-specific and domain-general psychological knowledge.

Sign in / Sign up

Export Citation Format

Share Document