What Role Do Comprehension-Oriented Learning Strategies Have in Solving Math Calculation and Word Problems at the End of Middle School?

Autor/inn/en	Kikas, Eve; Mädamürk, Kaja; Palu, Anu
Titel	What Role Do Comprehension-Oriented Learning Strategies Have in Solving Math Calculation and Word Problems at the End of Middle School?
Quelle	In: British Journal of Educational Psychology, 90 (2020), S.105-123 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kikas, Eve) ORCID (Mädamürk, Kaja) ORCID (Palu, Anu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12308
Schlagwörter	Mathematics Instruction; Middle School Students; Comprehension; Learning Strategies; Self Concept; Student Behavior; Mathematics Skills; Mathematical Logic; Reading Comprehension; Word Problems (Mathematics); Problem Solving; Grade 9; Grade 6; Computation; Memorization; Persistence; Metacognition; Foreign Countries; Teaching Methods; Estonia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Verstehen; Verständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstkonzept; Student behaviour; Schülerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Leseverstehen; Textaufgabe; Problemlösen; School year 09; 9. Schuljahr; Schuljahr 09; School year 06; 6. Schuljahr; Schuljahr 06; Gedächtnistraining; Ausdauer; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Estland
Abstract	Background: Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math. Aims: This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of material) -- together with math self-concept, task-persistent learning behaviour, earlier math skills, reasoning abilities, and reading comprehension -- on solving mathematical calculation and word problems at the end of middle school. Sample: The sample consisted of 231 students (50% boys; mean age in Grade 9 = 15.55 years) from 16 schools and 31 classrooms in Estonia. Methods: Students were tested twice -- once at the end of Grade 6 and once at the end of Grade 9. Calculation and problem-solving skills were assessed at both time points. Math self-concept, teacher-rated task persistence, reasoning abilities, and reading comprehension were assessed in Grade 6. Learning strategies were assessed using a word-memorization task in Grade 9. Multiple regression analysis was used. Results and Conclusions: Applying abstract (but not perceptual) grouping was related to higher calculation and problem-solving skills. Math skills were persistent over time, and calculation and problem-solving skills mutually affected each other. Math self-concept, task persistence, and reading comprehension had a positive effect on problem-solving but not calculation skills. The study noted deficient use of comprehension-oriented strategies at the end of middle school, suggesting that more attention should be paid to teaching and discussing such learning strategies. These findings suggest that students' math skills may be enhanced by supporting metacognitive awareness and use of comprehension-oriented learning strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01