Bracha Kramarski - Academia.edu (original) (raw)

Papers by Bracha Kramarski

New Directions for Teaching and Learning, Jun 1, 2023

Self‐regulated learning (SRL) is a cyclical process of planning, performance, and reflection. Alt... more Self‐regulated learning (SRL) is a cyclical process of planning, performance, and reflection. Although SRL contributes to academic achievement, teaching SRL poses a challenge for teachers, who need support in theoretical and practical approaches to SRL knowledge and skills. The first stop for teachers to effectively learn and employ SRL practices is to enhance teachers’ professional vision (PV) skills: PV skills help teachers think about teaching goals and strategic performance. Enhancing teachers’ PV in the context of SRL, referred to as “PV‐SRL,” is based on two types of experiences; video learning and simulation. These experiences allow teachers to practice their SRL skills by observation and emulation and apply SRL theory in class. Video‐based learning refers to watching videos of themselves and other teaching, discussing, and analyzing the events. The term “simulation” refers to guided learning experiences artificially resembling reality, where participants can exercise their skills and cope with challenges in a supportive environment. This chapter describes the different types of video‐based learning and simulations and their application teachers’ professional development programs and also provides recommendations for teacher educators.

Proceedings of the 2020 AERA Annual Meeting, 2020

Proceedings of the 2022 AERA Annual Meeting, 2022

Innovations in science education and technology, 2018

Researchers agree that “metacognition” conceptualizes the kind of learning that fits our fast-cha... more Researchers agree that “metacognition” conceptualizes the kind of learning that fits our fast-changing, meta-modern world: an autonomous, lifelong learning which is adjustable to new learning tasks. Metacognitive active persons develop such learning because they are aware of their knowledge and, simultaneously, they can control and regulate further learning by activating strategies and evaluating its efficiency (Flavell. Am Psychol 34(10):906–911, 1979; Schraw. Contemp Educ Psychol 19:460–475, 1998). Over the years, metacognition has been linked to improved student outcomes (e.g., Veenman et al. Metacognition Learn 1(1):3–14, 2006). In the field of mathematics, research findings indicate that failure or success in mathematics, such as problem-solving, can be due to the use of metacognition (Kramarski, Mevarech. Am Educ Res J 40:281–310, 2003; Schoenfeld. Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In DA Grouws (ed) Handbook of research on mathematics teaching and learning. MacMillan, New York, pp 165–197, 1992; 2011). The role of metacognition in mathematics sets new goals for teachers, since teachers’ ability to cultivate learners with metacognition during learning is tied to teachers’ own metacognition. If teachers are incapable of activating metacognitive skills, it will be difficult for them to instill these skills in their students. Research indicates that metacognition is not attained spontaneously; it demands explicit scaffolding (Kramarski and Michalsky. Learn Instruct 20(5):434–447, 2010). The current study has three main goals: (a) building a theoretical-practical model of pedagogical metacognition designed for preservice mathematics teachers that focuses on self-regulation processes; (b) applying this model in a technological-pedagogical context, supported by reflection; and (c) examining the implementation of the model with a case study methodology analysis of two preservice mathematics teachers. The pedagogical metacognitive model is applied through microteaching, which is based on planning, performing, and reflective evaluation of a teaching experience performed by one of the preservice teachers to his peers who act as students and recorded in a video-digital laboratory. Support for applying the model is provided through a technological web-based environment to help the preservice teachers to direct reflection on their metacognitive self-regulation process. Case studies of two preservice teachers’ actual teaching are analyzed and compared: one who explicitly implemented the theoretical-practical model and the second who partially implemented the model. The case study analysis will demonstrate practically mathematical teaching episodes with emphasis on metacognitive self-regulation process in a pedagogical context. The study offers important theoretical, practical, and methodological contributions for training mathematics’ pre-/in-teachers in a web-based environment.

Journal of cognitive psychology, Dec 21, 2022

Educational research and innovation, Oct 28, 2014

Proceedings of the 2021 AERA Annual Meeting

Journal of Computer Assisted Learning, 2002

The purpose of this study was twofold: First, to investigate the effects of metacognition and ema... more The purpose of this study was twofold: First, to investigate the effects of metacognition and email interaction between teacher-student on learning to interpret and construct graphs. Second, to describe the email interaction on three levels of interaction: tutorial, metacognitive and life. Participants were 50 ninth-grade students (boys and girls) who studied graphs in two classes. One class (n = 25) was exposed to EXCEL software embedded within email interaction (EMAIL) and the other class (n = 25) was exposed to EXCEL software embedded within email interaction and metacognitive instruction (EMAIL + META). Results indicated that the EMAIL + META students significantly outperformed the EMAIL students on graph interpretation and graph construction. In particular the effects were observed on students' ability to explain mathematical reasoning and on reducing misconceptions regarding graphs. Furthermore, qualitative analysis of the EMAIL messages indicated that the EMAIL + META students frequently used different levels of interaction in their email interactions than the EMAIL students.

Journal of Educational Computing Research, Jun 1, 2009

This exploratory study investigated 100 Israeli 9th graders who used two different group-metacogn... more This exploratory study investigated 100 Israeli 9th graders who used two different group-metacognitive support methods in online mathematical inquiry-group feedback guidance (GFG) and self-explanation guidance (SEG)-compared to a control group (CONT). The study evaluated each method's effects on students': (a) mathematical inquiry ability: problem solving, explanations, mathematical feedback in online forum discussions, and transfer ability; and (b) self-regulated learning (SRL) measures (selfreport questionnaires and metacognitive feedback in online forum discussions). Metacognitive support methods, based on IMPROVE self-questioning strategies, appeared in pop-up screens and provided the two experimental groups with differential cues for problem-solving processes. Mixed quantitative and qualitative analyses showed that GFG students outperformed SEG students in most mathematical and SRL measures and the CONT students in all measures. In addition, SEG students outperformed the CONT students in mathematical problem-solving but not on mathematical transfer ability or SRL. In recent years, the role of self-regulated learning (SRL) in education has elicited much interest. Research has focused on students' SRL and subject-matter knowledge as means to attain successful learning. Students are considered self-regulated 377

The statistical data for Israel are supplied by and under the responsibility of the relevant Isra... more The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

The study investigated the effects of two reflection support programs on elementary school mathem... more The study investigated the effects of two reflection support programs on elementary school mathematics teachers’ pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q) training and thirty two teachers were assigned to the reflection discourse (R_D) training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q) is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D). No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view.

Educational Psychologist, 2021

Abstract To address teachers’ difficulties in implementing effective self-regulated learning (SRL... more Abstract To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’ own SRL from their self-regulated teaching (SRT), the “triple SRL–SRT processes” framework also distinguishes teacher-focused from student-focused aspects of SRT. Specifically, three types of self-regulation are proposed: (1) teachers self-regulate their own learning as learners (SRL); (2) teachers self-regulate their practice as self-regulated teachers (teacher-focused SRT); (3) teachers activate students’ SRL as teachers of SRL (student-focused SRT). To support teachers’ self-regulation using this framework, a spiral model of professional development, supported by preliminary research showing positive effects on teachers’ SRL–SRT and students’ SRL and achievement, is proposed. Conceptual contributions and practical implications are discussed.

Educational Research and Innovation, 2014

Various tools have been designed to classify the wholistic/analytic cognitive style, based mostly... more Various tools have been designed to classify the wholistic/analytic cognitive style, based mostly on behavioral data that reveals little about how these processes function. Therefore, the main goal of this study is to characterize patterns of eye movements (EM) that are typical of learners tending to a wholistic/analytic style. Seventy-seven students participated in this study, were administered the Extended Cognitive Styles Analysis - Wholistic-Analytic (E-CSA-WA) test, which contains two tasks: a wholistic task, consisting of 40 matching figures stimuli, and an analytic task, consisting of 40 embedded figures stimuli, while simultaneously their EM were monitored. The results revealed that the overall response time of the wholist group was lower on both tasks. The differences in response time between the wholist and the analytic groups might be interpreted as being influenced by the impulsive-reflective style differences, respectively. Beyond the quantitative differences between th...