The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems

Autor/inn/en	Vula, Eda; Avdyli, Rrezarta; Berisha, Valbona; Saqipi, Blerim; Elezi, Shpetim
Titel	The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems
Quelle	In: International Electronic Journal of Elementary Education, 10 (2017) 1, S.49-59 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Elementary School Students; Grade 3; Grade 5; Metacognition; Learning Strategies; Self Control; Problem Solving; Word Problems (Mathematics); Mathematics Achievement; Arithmetic; Urban Schools; Control Groups; Experimental Groups; Mathematics Tests; Pretests Posttests; Statistical Significance; Outcomes of Education; Student Improvement; Teaching Methods; Statistical Analysis; Kosovo + Suchen Sie Ihr Suchwort? Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstbeherrschung; Problemlösen; Textaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
Abstract	This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems. Two hundred sixty-three learners, of three classes of third graders (N=130) and four classes of fifth graders (N=133) of the elementary cycle from two urban schools of Kosovo, participated in the study. Almost half of the total number of the third and fifth-graders were exposed to metacognitive instruction. The rest of the learners were included in control classes in which they performed tasks without having been given any specific guidance, based exclusively on traditional methods and respective textbooks. All the learners were tested in math word problems twice, before the intervention and after it. Research findings have shown that metacognitive strategies and self-regulating processes that learners use to control their actions, 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 results was statistically significant solely with the fifth-grade experimental classes, yet an improved performance was observed in third-grade experimental learners' classes compared to control classes. Theoretical and practical implications of the research are discussed in the end of the study. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01