This study examined how metacognitive knowledge and locus of control are associated with understanding mathematical jokes in students with and without learning disabilities. This study looked at a sample of 60 ninth-grade students of which 30 had a learning disability diagnosis and 30 had no learning disabilities. Students were tested using three…

In this article, we shall present findings that describe the degree to which metacognitive orientation contributes to the study of the geometry the plan in boys compared to girls in 9th grade of middle school. The geometry study process does not only involve knowledge but also high thinking abilities. Beyond the knowledge of definitions and…

Thinking development processes among high-school students is an important and significant issue that has been widely investigated (Leviathan, 2012; Ball, 1996; De Risi, 2015). A few studies discuss the development of mathematical thinking as this field contains additional difficulties to the traditional factors, teachers, students, and parents,…

Learning to integrate multiple information sources is vital for advancing learners' digital literacy. Previous studies have found that learners' epistemic metacognitive knowledge about the nature of knowledge and knowing is related to their strategic integration performance. The purpose of this study was to understand how these relations come into…

This exploratory study investigated 100 Israeli 9th graders who used two different group-metacognitive support methods in online mathematical inquiry--group feedback guidance (GFG) and self-explanation guidance (SEG)--compared to a control group (CONT). The study evaluated each method's effects on students': (a) mathematical inquiry ability:…

The authors examined effects of 3 metacognitive approaches and 1 control group on mathematical reasoning, conceptual errors, and metacognitive knowledge. The metacognitive approaches were (a) diagnosing errors (DIA), (b) improvement via self-questioning (IMP), and (c) a combined approach (DIA+IMP). Controls (CONT) received no metacognitive…

This study compares two E-learning environments: E-learning supported with IMPROVE self-metacognitive questioning (EL+IMP), and E-learning without explicit support of self-regulation (EL). The effects were compared between mathematical problem-solving and self-regulated learning (SRL). Participants were 65 ninth-grade students who studied linear…

In this study, 24 9th-grade students investigated several issues related to modern Israeli society. In their investigation, students were engaged in activities such as data search, data sorting, making inquiries, project writing, and construction of a new computerized database related to the subjects of their investigations. Students were…

In this study, a learning unit on microorganisms for ninth-grade students was developed based on the Science-Technology-Environment-Society (STES) approach. The learning unit contained 15 learning tasks, which were performed in individual and cooperative learning settings, using a variety of teaching/learning methods with an emphasis on the…