Investigation of Effects of Cognitive Strategies and Metacognitive Functions on Mathematical Problem-Solving Performance of Students with or without Learning Disabilities

Autor/inn/en	Özkubat, Ufuk; Özmen, Emine Rüya
Titel	Investigation of Effects of Cognitive Strategies and Metacognitive Functions on Mathematical Problem-Solving Performance of Students with or without Learning Disabilities
Quelle	In: International Electronic Journal of Elementary Education, 13 (2021) 4, S.443-456 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özkubat, Ufuk) ORCID (Özmen, Emine Rüya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Metacognition; Learning Strategies; Mathematics Achievement; Low Achievement; Performance Factors; Problem Solving; Difficulty Level; Students with Disabilities; Learning Disabilities; Grade 6; Protocol Analysis; Self Management; Middle School Students; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Leistungsindikator; Problemlösen; Schwierigkeitsgrad; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; School year 06; 6. Schuljahr; Schuljahr 06; Selbstmanagement; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ausland
Abstract	The purpose of this study was to examine the effects of cognitive strategies and metacognitive functions of students with learning disabilities (LD), students with low-achieving (LA), and students with average-achieving (AA) over their math problem-solving performance. The study sample consisted of 150 students with 50 students from each group. Study data were collected through Think-Aloud Protocols, Metacognitive Experiences Questionnaire, Math Problem Solving Assessment-Short Form, and 10 math problems. Study findings revealed that the significant predictors of math problem-solving performance were metacognitive strategies and experiences regarding students with LD, metacognitive strategies and knowledge considering students with LA, and metacognitive strategies in students with AA. A statistically significant relationship was found between problem-solving performance of students with LD and their metacognitive strategies and metacognitive experiences. Problem-solving performance and metacognitive strategies of students with LA were found to be close to a high level, and their metacognitive knowledge had a moderate relationship. It was also observed to be moderately related to problem-solving performance and metacognitive strategies in students with AA. The findings were discussed within the relevant literature scope, and suggestions were made for teachers in terms of implementation and researchers for further studies. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01