Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

Lieven Verschaffel,Zemira Mevarech,Fien Depaepe

doi:10.1155/2019/3402035

Lieven Verschaffel, Zemira Mevarech + Show 1 more

Open Access

https://doi.org/10.1155/2019/3402035

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Abstract

This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

Highlights

Is article encompasses a systematic review of the research on learning mathematics in metacognitively oriented ICT-based learning environments: research describing and evaluating attempts to increase the power of ICT-based learning environments for K-12 mathematics education by enriching them with a metacognitive pedagogy, or the reverse, that is, attempts to increase the power of metacognitive pedagogies for K-12 mathematics education by embedding them in ICT-based learning environments
We have systematically synthesized the research that integrates ICT and metacognitive pedagogies in mathematics learning from preschool until the end of secondary education. is multidimensional research topic has been approached from two different angles
Researchers working with new ICT-based environments for mathematics learning became aware of the pitfalls and risks involved with the increased use of ICT for mathematics learning when viewed from a metacognitive perspective

Summary

Introduction

In How People Learn, Bransford et al [1] propose the support and exploitation of metacognition as one of the three core instructional design principles. is proposal is based on the vast amount of research showing that (a) learners with better metacognitive knowledge and skills will acquire domain-specific knowledge and skills more effectively and efficiently and will transfer their knowledge and skills more to other domains and contexts and (b) well-designed metacognitively oriented instruction embedded in a specific content domain has a positive impact on learners’ metacognitive behavior as well as their learning within that domain [2,3,4,5,6,7]. Is claim has been reiterated by scholars working in research projects that are aimed at realizing learning outcomes in various curricular domains, including mathematics, through advanced learning technologies such as simulations, serious games, hypermedia, computer-supported collaborative learning environments, and virtual reality According to these researchers, several design characteristics of these advanced learning technologies (such as learners’ access to nonlinear information, to multiple representations, or to input or ideas from other learners) may play a critical role in the development of their metacognitive or self-regulatory skills and, lead to improved learning outcomes in the curricular domain at stake [30, 33,34,35]. (vii) What are the targeted learning outcomes of the learning environment (i.e., cognitive knowledge and skills in a given content domain, metacognitive knowledge and self-regulatory skills, improved performance in the specific mathematical subdomain being addressed, or affective or motivational learning outcomes)?

Method

Overview of the Available Studies

Participants

ITS-based conditions

Conclusion and Discussion