Abstract
This study designed a set of computerized collaboration scripts for multi-touch supported collaborative design-based learning and evaluated its effects on multiple aspects of metacognitive self-regulation in terms of planning and controlling and mathematical literacy achievement at higher and lower levels. The computerized scripts provided a sequence of guidance for structuring intragroup and intergroup interactions and prompting individual metacognitive processes throughout the collaborative design phases based on the Think-Pair-Share method. Four intact classes of 80 fifth-grade students participated in this study. Employing a nonequivalent comparison group quasi-experimental design, this study examined whether or not applying the scripts better enhanced self-regulation and achievement in a technology-infused mathematics learning classroom. Multivariate analyses were conducted to reveal the effects on the aspects among the two sets of variables. The results showed medium effects on the controlling of metacognitive self-regulation and higher level achievement, whereas no significant effects were found for the planning aspect and lower level achievement between the groups with and without the collaboration scripts. The implications of this work in relation to metacognitive processes and technology-infused mathematics learning are discussed based on the results.
| Original language | English |
|---|---|
| Pages (from-to) | 263-280 |
| Number of pages | 18 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 14 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2016 Mar 1 |
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Keywords
- Collaboration script
- Design-based learning
- Mathematics literacy
- Metacognitive self-regulation
- Technology-infused learning environment
ASJC Scopus subject areas
- Education
- Mathematics(all)
Cite this
Collaboration Scripts for Enhancing Metacognitive Self-regulation and Mathematics Literacy. / Chen, Cheng Huan; Chiu, Chiung-Hui.
In: International Journal of Science and Mathematics Education, Vol. 14, No. 2, 01.03.2016, p. 263-280.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Collaboration Scripts for Enhancing Metacognitive Self-regulation and Mathematics Literacy
AU - Chen, Cheng Huan
AU - Chiu, Chiung-Hui
PY - 2016/3/1
Y1 - 2016/3/1
N2 - This study designed a set of computerized collaboration scripts for multi-touch supported collaborative design-based learning and evaluated its effects on multiple aspects of metacognitive self-regulation in terms of planning and controlling and mathematical literacy achievement at higher and lower levels. The computerized scripts provided a sequence of guidance for structuring intragroup and intergroup interactions and prompting individual metacognitive processes throughout the collaborative design phases based on the Think-Pair-Share method. Four intact classes of 80 fifth-grade students participated in this study. Employing a nonequivalent comparison group quasi-experimental design, this study examined whether or not applying the scripts better enhanced self-regulation and achievement in a technology-infused mathematics learning classroom. Multivariate analyses were conducted to reveal the effects on the aspects among the two sets of variables. The results showed medium effects on the controlling of metacognitive self-regulation and higher level achievement, whereas no significant effects were found for the planning aspect and lower level achievement between the groups with and without the collaboration scripts. The implications of this work in relation to metacognitive processes and technology-infused mathematics learning are discussed based on the results.
AB - This study designed a set of computerized collaboration scripts for multi-touch supported collaborative design-based learning and evaluated its effects on multiple aspects of metacognitive self-regulation in terms of planning and controlling and mathematical literacy achievement at higher and lower levels. The computerized scripts provided a sequence of guidance for structuring intragroup and intergroup interactions and prompting individual metacognitive processes throughout the collaborative design phases based on the Think-Pair-Share method. Four intact classes of 80 fifth-grade students participated in this study. Employing a nonequivalent comparison group quasi-experimental design, this study examined whether or not applying the scripts better enhanced self-regulation and achievement in a technology-infused mathematics learning classroom. Multivariate analyses were conducted to reveal the effects on the aspects among the two sets of variables. The results showed medium effects on the controlling of metacognitive self-regulation and higher level achievement, whereas no significant effects were found for the planning aspect and lower level achievement between the groups with and without the collaboration scripts. The implications of this work in relation to metacognitive processes and technology-infused mathematics learning are discussed based on the results.
KW - Collaboration script
KW - Design-based learning
KW - Mathematics literacy
KW - Metacognitive self-regulation
KW - Technology-infused learning environment
UR - http://www.scopus.com/inward/record.url?scp=84961154927&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84961154927&partnerID=8YFLogxK
U2 - 10.1007/s10763-015-9681-y
DO - 10.1007/s10763-015-9681-y
M3 - Article
AN - SCOPUS:84961154927
VL - 14
SP - 263
EP - 280
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 2
ER -