The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study

Abstract

This design study examined to which extent posing metacognitive questions in teacher- student conversations led to improvement of the student’s self-regulated learning. Therefore, the dynamic model of metacognitive skills (DMMS) was used as an educational tool. This model was developed to help weak mathematics students solve mathematical problems systematically through posing metacognitive questions (e.g., “What are you going to calculate?” and “How are you going to calculate it?”). Eight students with an average age of 16 and one teacher were involved in this study. The second lesson already made a difference: Students received less teacher guidance in the Dynamic Model condition than in the control group, which suggests that students in the first group showed more self-regulated learning.