Group-metacognitive support for online inquiry in mathematics with differential self-questioning

This exploratory study investigated 100 Israeli 9th graders who used twodifferent group-metacognitive support methods in online mathematicalinquiry-group feedback guidance (GFG) and self-explanation guidance(SEG)-compared to a control group (CONT). The study evaluated eachmethod's effects on students': (a) mathematical inquiry ability: problemsolving, explanations, mathematical feedback in online forum discussions,and transfer ability; and (b) self-regulated learning (SRL) measures (self-report questionnaires and metacognitive feedback in online forum discus-sions). Metacognitive support methods, based on IMPROVE self-questioningstrategies, appeared in pop-up screens and provided the two experimentalgroups with differential cues for problem-solving processes. Mixed quanti-tative and qualitative analyses showed that GFG students outperformedSEG students in most mathematical and SRL measures and the CONTstudents in all measures. In addition, SEG students outperformed the CONTstudents in mathematical problem-solving but not on mathematical transferability or SRL