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Thinker-listener pair interactions to develop students’ metacognitive strategies for mathematical problem solving
mathematical problem solving
metacognitive strategies
Thinker-Listener pair problem solving
Issue Date: 
Paper presented at the ICMI Regional Conference: The 3rd East Asia Regional Conference on Mathematics Education, Shanghai, Nanjing, and Hangzhou, China, 2005
This paper describes a strand of a larger project examining student mathematical problem solving (Hedberg, Wong,
Ho, Lioe, & Tiong, 2005). The initial parts of the project studied the effectiveness of students’ metacognitive
strategies as they solved problems in pairs. This follow-up study employed the Whimbey & Lochhead (1999)
Thinker-Listener pair approach and one of the same pairs was selected to solve problems within this context. The
protocols when the pair solved a similar problem in pre- and post-tests were transcribed and analysed using
modified Artzt & Armour-Thomas’s (1992) framework classifying their cognitive and metacognitive thinking, and
their performances were compared. The analysis revealed that within the Thinker-Listener context, they were
more engaged in each other’s ideas, spent more time on metacognitive behaviours, and had higher regulatory
behaviour. The results suggest that Thinker-Listener approach can be effectively extended on to a larger scale of
pairs with longer periods of time to observe the effectiveness in developing students’ metacognitive strategies
Project number: 
CRP 1/04 JH
Appears in Collections:CRPP - Conference Papers

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