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What Makes Metacognition as Socially Shared in Mathematical Problem Solving?

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Metacognition: Fundaments, Applications, and Trends

Part of the book series: Intelligent Systems Reference Library ((ISRL,volume 76))

Abstract

Mechanisms making metacognition as differentiator for successful collaborative problem solving has become an important topic for self-regulated and collaborative learning research. Recent empirical research on socially shared metacognition has examined the role of metacognition in technology supported learning situations. However, detailed research on operationalizing metacognition in collaborative learning remains scarce. Advancing understanding regarding socially shared metacognition in learning, the mechanisms and processes that advance the use of metacognition beyond the individual level to the group level should be defined more precisely. In this article, the aim is to contribute to the ongoing discussion and advance empirical understanding what makes metacognition as socially shared when pre-service primary teachers triads’ (N = 18) collaborative mathematical problem solving is supported by an asynchronous and text-based WorkMates (WM) learning environment.

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Abbreviations

ANOVA:

Analysis of variance

WM:

WorkMates

SAGA:

Students’ appraisals of group assessment

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Acknowledgments

This study was funded in part by Academy of Finland/ADDRESS (127640) Adaptive Motivation Regulation in Individual and Socially Shared Learning Situations, and by the Grant of Finnish Cultural Foundation (first author).

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Authors and Affiliations

  1. Department of Teacher Education, Centre for Learning Research, University of Turku, 20014 University of Turku, Turku, Finland

    Tarja-Riitta Hurme, Kaarina Merenluoto & Pekka Salonen

  2. Department of Educational Sciences and Teacher Education, Learning and Educational Technology Research Unit, Faculty of Education, University of Oulu, P.O. Box 2000, 90014, Oulu, Finland

    Tarja-Riitta Hurme & Sanna Järvelä

Authors
  1. Tarja-Riitta Hurme
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  2. Sanna Järvelä
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  3. Kaarina Merenluoto
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  4. Pekka Salonen
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Corresponding author

Correspondence to Tarja-Riitta Hurme .

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Editors and Affiliations

  1. World Outreach Light to the Nations Ministries, Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica, Zacatenco, Mexico City, Mexico

    Alejandro Peña-Ayala

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Hurme, TR., Järvelä, S., Merenluoto, K., Salonen, P. (2015). What Makes Metacognition as Socially Shared in Mathematical Problem Solving?. In: Peña-Ayala, A. (eds) Metacognition: Fundaments, Applications, and Trends. Intelligent Systems Reference Library, vol 76. Springer, Cham. https://doi.org/10.1007/978-3-319-11062-2_10

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  • DOI: https://doi.org/10.1007/978-3-319-11062-2_10

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  • Online ISBN: 978-3-319-11062-2

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