Abstract
This exploratory study extends our earlier work that identified the importance of metacognitive behaviors in mathematical problem solving in a small-group setting. In that study 27 seventh-grade students of varying ability were observed working in six small groups. The current investigation examines the perceptions of those students about themselves as problem solvers and about working in a small group. Data were obtained through videotapes of the students working in small groups and audiotapes of stimulated-recall interviews of the individual students. The results provided insight regarding the ways that beliefs, emotions and attitudes of students of varying ability influenced their own and their peers' metacognitive behaviors within their respective groups. The findings suggest a number of implications for teachers regarding the modality, level and frequency of assessment of group problem solving.
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