The impact of metacognitive strategies and self-regulating processes of solving math word problems

International Electronic Journal of Elementary Education

卷:10

Eda Vula¹  Rrezarta Avdyli¹  Shpetim Elezi¹  Blerim Saqipi¹  Valbona Berisha¹ 

[1] University of Prishtina;

关键词: Arithmetic operations;    math word problems;    metacognition;    self-regulation.;   

DOI  :  10.26822/iejee.2017131886

来源: DOAJ

【 摘 要 】

This empirical study investigates theimpact ofmetacognitive strategies and self-regulating processes in learners’ achievement on solving mathwordproblems.Itspecificallyanalyzestheimpactofthelinguistic factorandthenumberofstepsand arithmeticaloperationsthat learnersneedtoapplyduringtheprocess ofsolvingmathwordproblems. Twohundredsixty-threelearners,ofthreeclassesofthird graders(N=130)andfourclassesoffifthgraders(N=133)oftheelementarycyclefromtwourbanschoolsof Kosovo,participatedinthe study.Almosthalfofthetotalnumberofthethirdandfifth-graderswereexposedtometacognitiveinstruction.Therestofthelearners wereincludedincontrolclassesinwhichtheyperformedtaskswithouthavingbeengivenanyspecificguidance,basedexclusivelyon traditional methods and respective textbooks. All the learners were tested in math word problems twice, before the intervention and after it. Researchfindingshaveshownthatmetacognitivestrategiesandself-regulatingprocessesthatlearnersuse tocontroltheiractions,to reason, and to reflect, are one of the main resources that influence their success in solving a math word problem. Although the difference between the pre-test and the post-test resultswas statistically significant solely with the fifth-grade experimental classes, yet an improved performance was observed in third-gradeexperimentallearners’classescomparedtocontrolclasses.Theoreticalandpractical implications of the research are discussed in the end of the study.

【 授权许可】

Unknown