The aim of this study is to examine metacognitive skills of students who volunteered for teaching mathematical problems to their peers during peer tutoring sessions. In this regard, data were collected through video-recorded peer tutoring sessions of seventh grade students and interviews with them. In data analysis, six metacognitive components are considered: declarative knowledge, procedural knowledge and conditional knowledge under metacognitive knowledge and planning, monitoring and evaluation under metacognitive regulation. According to results it is observed that volunteer tutor students used metacognition during peer tutoring sessions starting from the preparation to the end of the task. The interviews uncovered metacognitive functioning of the tutors through the strategies they used. Besides, it is seen that metacognitive knowledge and regulation the tutors used are interrelated with and overlapping each other.
Metacognition, Metacognitive Knowledge, Metacognitive Regulation, Peer Tutoring, Teaching Mathematics
Passive social media use and psychological well-being during the COVID-19 pandemic: The role of social comparison and emotion regulation.
Yue Z, Zhang R, Xiao J
Computers in human behavior. 2022; 127(): 107050
Using the Health Belief Model to examine travelers' willingness to vaccinate and support for vaccination requirements prior to travel.
Suess C, Maddock J, Dogru T, Mody M, Lee S
Tourism management. 2022; 88(): 104405
Microglia regulation of synaptic plasticity and learning and memory.
Cornell J, Salinas S, Huang HY, Zhou M
Neural regeneration research. 2022; 17(4): 705-716
Systematic Versus Rapid Versus Scoping Reviews.
Bouck Z, Straus SE, Tricco AC
Methods in molecular biology (Clifton, N.J.). 2022; 2345(): 103-119
Photothermal scaffolds/surfaces for regulation of cell behaviors.
Qu Y, Lu K, Zheng Y, Huang C, Wang G, Zhang Y, Yu Q
Bioactive materials. 2022; 8(): 449-477