Online interactions in mathematical classroom

This study compares the effects of forum discussion with metacognitive guidance versus forum discussion without metacognitive guidance (Forum) on solving real life mathematical tasks and self-regulated learning. Participants were 43 Grade 7 students (boys and girls) who practiced online problem-solving in two classes. The metacognitive guidance was based on the IMPROVE metacognitive questioning suggested by Mevarech and Kramarski. The method utilized a series of four self-addressed metacognitive questions: comprehension questions; connection questions; strategic questions; reflection questions. It was found that students who were exposed to forum discussion with metacognitive guidance (Forum+Meta) outperformed students that were not exposed to metacognitive guidance (Forum discussion) on real life mathematical tasks and self-regulated learning. It was found that the Forum+Meta students were more positive than the Forum students about their interest in online problem-solving, mathematical engagement and online communication.