ENHANCING MATHEMATICAL LITERACY WITH THE USE OF METACOGNITIVE GUIDANCE IN FORUM DISCUSSION

Abstract

The purpose of the present study was to investigate the effects of forum discussion embedded within metacognitive guidance on mathematical literacy. In particular the study compares two learning environments: (a) Forum discussion with metacognitive guidance (FORUM+META); and (b) Forum discussion without metacognitive guidance (FORUM). Participants were 43 seventh-grade students (boys and girls) who practiced online problem solving in two classes. It was found that students who were exposed to FORUM+META discussion outperformed students that were not exposed to metacognitive guidance (FORUM discussion) on mathematical literacy. The effects were observed on various aspects of solving real-life tasks: (a) Understanding the task; (b) Using mathematical strategies; (c) Processing information; and (d) Using mathematical reasoning. “Mathematical literacy is defined in PISA as the capacity to identify, understand and engage in mathematics as well as to make well-founded judgments about the role that mathematics plays in an individual’s current and future life as a constructive, concerned and reflective citizen ” (OECD/PISA, 2003, p. 20). The definition revolves