Mathematical Problem-Solving and Metacognitive Skills of 5th Grade Students as a Function of Gender and Level of Academic Achievement

Autor/inn/en	Al Shabibi, Amal A.; Alkharusi, Hussain
Titel	Mathematical Problem-Solving and Metacognitive Skills of 5th Grade Students as a Function of Gender and Level of Academic Achievement
Quelle	In: Cypriot Journal of Educational Sciences, 13 (2018) 2, S.385-395 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Mathematics Instruction; Problem Solving; Metacognition; Intelligence Tests; Grade 5; Academic Achievement; Learning Disabilities; Foreign Countries; Gender Differences; Measures (Individuals); Mathematics Tests; Memory; Statistical Analysis; Oman; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Intelligence test; Intelligenztest; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Learning handicap; Lernbehinderung; Ausland; Geschlechterkonflikt; Messdaten; Gedächtnis; Statistische Analyse
Abstract	This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problem-solving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The results for metacognitive and mathematical problem-solving skills indicate that students with a high level of academic achievement obtained the highest score while students enrolled in a learning disability program obtained the lowest score. In addition, possible interventions were identified that may improve the metacognitive skills of students enrolled in the learning disability program, which could lead to improvement in their mathematical problem-solving skills. (As Provided).
Anmerkungen	SciencePark Research, Organization & Counseling. P.O. Box 22912, Nicosa 1525, Cyprus. e-mail: editor.cjes@gmail.com; Web site: www.cjes.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01