This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

中文翻译：

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基于元认知的基于ICT的学习环境中的数学学习：文献的系统综述

本文包括对以元认知为导向的K-12数学教育的基于ICT的学习环境的研究的系统综述。这篇综述首先简要介绍了元认知和数学教育以及ICT和数学教育的研究。基于对Web of Science和ERIC数据库的系统筛选，其中结合了基于ICT的学习环境，元认知教学法和数学这三个要素，检索了22篇文章/研究，分别位于各个教育级别（幼儿园，小学，和中学）。这篇评论揭示了中小学的各种研究，尤其是干预研究。大多数研究涉及演练软件，智能辅导系统，严肃游戏，多媒体环境，以及计算机支持的协作学习环境，其中元认知教学法既可以集成到ICT软件本身中，也可以由老师从外部提供，主要用于解决算术或代数词的问题，但也涉及其他数学主题。所有研究都报告了对数学和/或元认知学习成果的积极影响。这篇综述最后讨论了一些问题，以进行进一步的理论反思和实证研究。