Five-year-old children reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies during peer interactions in mathematical measurement activities¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? During 16 measurement activities over 10 weeks, two 5-year-old children expressed metacognitive knowledge in all four coded categories (self, others, universal properties, task-specific strategies) through peer interactions. → Ebru Aydın 2022

Evidence¶

Ebru Aydın 2022¶

Ebru Aydın, Çağlayan Dinçer. (2022). “I did it wrong, but i know it”: Young children’s metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity 45 (2022) 101104. https://doi.org/10.1016/j.tsc.2022.101104

q2 · i? · qualitative · r3

Qualitative case study of two 5-year-old boys in a Istanbul kindergarten class; 16 measurement activities video-recorded over 10 weeks, 28 hours of transcripts coded with a four-category system. The study concludes "they reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies."

"The results of the research show that when children have opportunities to interact with their peers, they reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies."

Discussion¶

Related Claims¶

• Children express metacognitive knowledge of self by identifying their own mistakes and weaknesses in academic working skills during measurement activities — a narrower finding that bears on this claim
• Children's statements about universal properties of cognition emerged only in weight and volume measurement activities, not in length or area activities — a narrower finding that bears on this claim
• Children develop and demonstrate task-specific strategies through peer interaction, including instructing others and explaining why strategies work — a narrower finding that bears on this claim
• Peer interactions supported both children's metacognitive tasks and strategies, with children organizing performance using others' directions and evaluating others' performance — related
• Individual differences in metacognitive knowledge expressions relate to children's mathematical competence and verbalization style — related
• Young children with limited vocabulary express metacognitive knowledge through behavioral and nonverbal expressions as well as verbalizations — a narrower finding that bears on this claim
• Children demonstrate knowledge of others' cognitive processes by assessing peers' comprehension and identifying others' cognitive inadequacies during group work — a narrower finding that bears on this claim