The effects of meta-cognitive training on solving mathematical authentic tasks

The present study investigates the differential effects of cooperative-learning
with or without metacognitive instruction on lower and higher achievers' solutions of
mathematical authentic tasks. Participants were 91 seventh graders who studied in three
classrooms. Data were analyzed by using qualitative and quantitative methods. Results indicated that students who were exposed to the metacognitive instruction within cooperative
learning (COOP+META) significantly outperformed their counterparts who were exposed
to cooperative learning with no metacognitive instruction (COOP). The positive effects
of COOP+META were observed on both authentic and standard tasks. In addition, the
findings show the positive effects of COOP+META method on lower and higher achievers.
The practical implications of the study are discussed.