Abstracts - Earli

individual differences, i.e., learner characteristics. In our study, we focus on the role ofmetacognition, epistemological beliefs, and attitudes for performance, navigational strategies, andrepresentational choices when learning with a hypermedia environment on probability. First resultsshow as expected that learners with sophisticated beliefs and positive attitudes achieve higherperformance scores. As for metacogniton, the findings are rather surprising: learners scoring lowon the scales we are using are significantly better than those scoring high. Generally, all learnersseem to avoid nonlinear navigation and extensive use of representations, independently of theirindividual characteristics. As the study is still being conducted, final results will be presented atthe EARLI symposium.Metacognition as shared process in networked mathematical problem solvingTarja-Riitta Hurme, University of Oulu, FinlandKaarina Merenluoto, University of Turku, FinlandPekka Salonen, University of Turku, FinlandSanna Järvelä, University of Oulu, FinlandThe purpose of this exploratory study was to examine socially shared metacognition in pre-serviceteachers’ collaborative mathematical problem solving supported by Workmates (WM) networkedlearning environment. Three matched and one lateral group of three students solved mathematicalproblems in a two hour session four times during the one-month period. The participants solvedopen and closed problems requiring proportional or algebraic thinking. A stimulated recall groupinterview was performed immediately after the problem solving situation. Participants’ sociallyshared metacognition during the process was examined in the discussion forum data by usingcognitive, metacognitive and social levels of analysis. The analyses were synthesized in a graph ofthe joint problem solving process as a function of time and compared with the transcripts of thegroup interviews. From the surface to deeper level, the qualitative content analysis of theparticipants’ computer notes was carried out and the frequencies were calculated. At the cognitivelevel, the phases of the groups’ mathematical problem solving process analysis, exploration,implementation and verifying were examined. In order to examine participants’ metacognition, thecomputer notes were analysed to find the notes where metacognitive knowledge or metacognitiveskills were evident. Further, the social processes of joint problem solving were described using thestages of perspective taking consistent with the mathematical problem solving processes: thesubjective role taking, reciprocal perspective taking, and mutual perspective taking. In thetranscripts of the group interviews the interviewees’ utterances I and we were used to divergingindividual and shared metacognitive processes.Children think they know, teachers know they don’t know.Annemie Desoete, Ghent University & Arteveldehogeschool, BelgiumThis paper focuses on the role of teacher ratings and other assessment techniques on metacognitiveskills in mathematics in elementary school children. The skills measured by prospective andretrospective questionnaires and on-line techniques of above average, average and below averagemathematical problem solvers were contrasted as parallel measures of metacognition. Childquestionnaires seem attractive but not reliable as alternative to picture metacognitive ormathematics skills. Children think they act skillfulness, although they don’t. Experienced teachershave a better picture of the metacognitive skills of their pupils. In our dataset metacognitiveskillfulness accounted for between 15 and 51% of the mathematics performances, depending onhow it is assessed. The choice of diagnostic instruments highly determined the predictedpercentage. How you test was what you got. Prediction on-line measured with EPA2000, planning– 18 –