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This chapter will draw data from a reciprocal/class-wide peer tutoring initiative in mathematics. Drawing on time sampling observational on metacognitive talk behaviours from 19 primary school classrooms, the chapter will explore how cooperative learning can promote and optimise metacognitive mathematical talk in classrooms. The implications for learning and teaching will be explored, and directions for further research will be discussed.

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Examining How Cooperative Learning Can Promote Metacognitive Talk in Primary School Mathematics

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  • 发表日期：

    2026年

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  • Allen Thurston

摘要

This chapter will draw data from a reciprocal/class-wide peer tutoring initiative in mathematics. Drawing on time sampling observational on metacognitive talk behaviours from 19 primary school classrooms, the chapter will explore how cooperative learning can promote and optimise metacognitive mathematical talk in classrooms. The implications for learning and teaching will be explored, and directions for further research will be discussed.