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Cross‐Cultural Study of Cognitive and Metacognitive Processes During Math Problem Solving
Author(s) -
Cozza Barbara,
Oreshkina Maria
Publication year - 2013
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12027
Subject(s) - metacognition , think aloud protocol , cognition , psychology , mathematics education , qualitative research , cognitive psychology , computer science , sociology , social science , usability , human–computer interaction , neuroscience
The purpose of this qualitative study was: (a) to explore the cognitive and metacognitive processes of mathematics problem‐solving discourse of 10‐year‐old students in R ussia, S pain, H ungary, and the U nited S tates; and (b) to explore the patterns of social interactions during small group work. Data were analyzed using a cognitive/metacognitive framework adopted from A rtzt and A rmour‐ T homas. The analysis of think‐aloud transcripts, students' reflective journals, and field observation notes revealed similar patterns of cognitive/metacognitive processes of the problem‐solving discourse at the four research sites and distinct patterns of social interactions. Implications of how children used metacognition to impact learning during mathematics problem solving are discussed.