Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving ? what do we mean bycollaborativemetacognition?

Smith, Julie M. and Mancy, Rebecca 2018. Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving ? what do we mean bycollaborativemetacognition? Research in Mathematics Education 20 (1) , pp. 14-36. 10.1080/14794802.2017.1410215

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Abstract

The purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of the role of group work on the individual use of metacognition during problem-solving has been limited because research has focused on either the individual or the group as a collective. Here, primary students (aged nine to 10) were video-recorded in a naturalistic classroom setting during group mathematical problem-solving sessions. Student talk was coded for metacognitive, cognitive and social content, and also for collaborative content. Compared with cognitive talk, we found that metacognitive talk was more likely to meet the criteria to be considered collaborative, with a higher probability of being both preceded by and followed by collaborative talk. Our results suggest that collaborative metacognition arises from combined individual and group processes.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Schools > Medicine Research Institutes & Centres > Centre for Trials Research (CNTRR)
Publisher:	Taylor and Francis Group
ISSN:	1479-4802
Date of First Compliant Deposit:	5 November 2025
Date of Acceptance:	17 November 2017
Last Modified:	05 Nov 2025 11:30
URI:	https://orca.cardiff.ac.uk/id/eprint/182119

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