International Electronic Journal of Mathematics Education

Metacognition and Cooperative Learning in the Mathematics Classroom
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 475-491
  • Published Online: 19 Jul 2017
  • Article Views: 650 | Article Download: 931
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Alzahrani KS. Metacognition and Cooperative Learning in the Mathematics Classroom. Int Elect J Math Ed. 2017;12(3), 475-491.
APA 6th edition
In-text citation: (Alzahrani, 2017)
Reference: Alzahrani, K. S. (2017). Metacognition and Cooperative Learning in the Mathematics Classroom. International Electronic Journal of Mathematics Education, 12(3), 475-491.
Chicago
In-text citation: (Alzahrani, 2017)
Reference: Alzahrani, Khalid S.. "Metacognition and Cooperative Learning in the Mathematics Classroom". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 475-491.
Harvard
In-text citation: (Alzahrani, 2017)
Reference: Alzahrani, K. S. (2017). Metacognition and Cooperative Learning in the Mathematics Classroom. International Electronic Journal of Mathematics Education, 12(3), pp. 475-491.
MLA
In-text citation: (Alzahrani, 2017)
Reference: Alzahrani, Khalid S. "Metacognition and Cooperative Learning in the Mathematics Classroom". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 475-491.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Alzahrani KS. Metacognition and Cooperative Learning in the Mathematics Classroom. Int Elect J Math Ed. 2017;12(3):475-91.

Abstract

Based on theoretical notions of metacognition in light of the reality of mathematics learning and teaching in Saudi Arabia, this study aimed to explore a teacher’s and students’ perceptions of the nature of the relationship between cooperative learning and an improvement in metacognition. Consequently, a case study design was favoured in order to suit the research agenda and meet its aims. The participants consisted of one case study class from a secondary school in Saudi Arabia. Semi-structured interviews and classroom observation were used for data collection. The findings of the data analysis asserts that metacognition can be assisted through the creation of a suitable socio-cultural context to encourage the social interaction represented in cooperative learning. This has a role in motivating the establishment of metacognition, as the absence of this social interaction would impede this type of learning. The importance of the student’s role in learning through metacognition was asserted by this study.

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