AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
The STUDIA UNIVERSITATIS BABEŞ-BOLYAI issue article summary
The summary of the selected article appears at the bottom of the page. In order to get back to the contents of the issue this article belongs to you have to access the link from the title. In order to see all the articles of the archive which have as author/co-author one of the authors mentioned below, you have to access the link from the author's name.
Authors: ANCA MAIER.
DOI: 10.24193/subbpsyped.2017.1.03
Published Online: 2017-06-30
Published Print: 2017-06-30
pp. 47-60
VIEW PDF
FULL PDF
ABSTRACT: In the current study we investigate the effects of a metacognitive training on LD students math performance. It’s known as metacognitive training may influence the school math performance, but there is not enough research on the metacognitive training of learning disability students. The participants were 7th grade students from two different inclusion schools who were randomly into one of the three groups. First group received an individual metacognitive training, the second one a metacognitive training combined with the cooperative learning and the third one was the control group.
Keywords: metacognition, training, learning disability, math performance.
REFERENCES
David, C., Maier, A. (2011). The effects of working memory training vs. metacognitive training on math performance of low achieving students, Studia UBB Psychologia Paedagogia, 1, 89-100.
Desoete, A., Roeyers, H., Buysse, A. (2001). Metacognition and Mathematical Problem Solving in Grade 3, Journal of Learning Disabilities, 34 (5), 435-449.
Desoete, A., Roeyers, H., De Clercq, A. (2004). Children with Mathematics Learning Disabilities in Belgium, Journal of Learning Disabilities, 37 (1), 50-61.
Desoete, A. (2007). Evaluating and Improving the Mathematics Teaching-Learning Process through Metacognition, Electronic Journal of Research in Educational Psychology, 5 (3), 705-730.
Desoete, A. (2009). Mathematics and metacognition in adolescents and adults with learning disabilities, International Electronic Journal of Elementary Education, 2 (1), 82-100.
Garrett, A., Mazzocco, M., Baker, L. (2006). Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability, Learning Disabilities Research & Practice, 21 (2), 77-88.
Kramarski, B. & Mevarech, Z. (2003). Enhancing Mathematical Reasoning in the Classroom: Effects of Cooperative Learning and Metacognitive Training, American Educational Research Journal, 40 (1), 281-310.
Maier, A. (2009). Metacognitive training and school performance in Anca M. (coordinator, editor), Tendințe psihopedagogice moderne în stimularea abilităților de comunicare, vol. 1, Presa Universitară Clujeana: Cluj-Napoca.
Maier, A. (2011). The Effects of Metacognitive Training on Math Performance: Individual versus Small Group, Studia UBB Psychologia Paedagogia, Cluj-Napoca, 2, 85-94.
Maier, A. (2016). Metacognition and math learning disability, in Mogonea F., Ilie V. (coord), Educatie si spiritualitate, Ed. Mitropolia Olteniei, Craiova.
Mevarech, Z. R. & Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms, American educational Research Journal, 34, 365-394.
Mevarech, Z. (1999). Effects of Metacognitive Training Embedded in Cooperative Settings on Mathematical Problem Solving, The Journal of Educational Research, 92 (4), 195-205.
Mevarech, Z., Kramarski, B. (2003). The Effects of Metacognitive Training versus Worked-out Examples on Students’ Mathematical Reasoning, British Journal of educational Psychology, 73, 449-471.
Mevarech, Z., Fridkin, S. (2006). The Effects of IMPROVE on mathematical knowledge, mathematical reasoning and metacognition, Metacognition Learning 1, www.springerlink.com.
Montague, M. & Bos, C.S. (1990). Cognitive and metacognitive characteristics of eighth-grade students’ mathematical problem solving, Learning and Individual Differences, 2, 371-388.
Montague, M. (1992). The Effects of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities, Journal of Learning Disabilities, 25 (4).
