Metacognition Used by Tutors during Peer Tutoring Sessions in Mathematics
Year: 2017
Type: article
Abstract: ABSTRACT: The aim of this study is to examine metacognitive skills of students who volunteered for teaching mathematical problems to their peers during peer tutoring sessions. In this regard, data were collected through video-recorded peer tutoring sessions of seventh grade students and interviews with them. In data analysis, six metacognitive components are considered: declarative knowledge, procedural knowledge and conditional knowledge under metacognitive knowledge and planning, monitoring and evaluation under metacognitive regulation. According to results it is observed that volunteer tutor students used metacognition during peer tutoring sessions starting from the preparation to the end of the task. The interviews uncovered metacognitive functioning of the tutors through the strategies they used. Besides, it is seen that metacognitive knowledge and regulation the tutors used are interrelated with and overlapping each other. Keywords: Metacognition, metacognitive knowledge, metacognitive regulation, peer tutoring, teaching mathematics
Source: İlköğretim Online
Authors: Fatma Acar, Engin Ader
Institution: Boğaziçi University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2977155183