The Effect of Metacognitive Strategy Training on Mathematical Problem Solving Achievement


Ayşegül ATAMAN, Gökhan ÖZSOY


Abstract

The purpose of this study was to investigate the effect of using metacognitive strategy training on mathematical problem solving achievement. The study took place over a nine-week period with 47 fifth grade students. The experimental group (n=24) instructed to improve their metacognitive skills. At the same time the students in the control group (n=23) received no additional activities and continued their normal lessons. Students were pre- and post-tested with the Mathematical Problem Solving Achievement Test and Turkish version of Metacognitive Skills and Knowledge Assessment (MSA-TR). The results indicated that students in the metacognitive treatment group significantly improved in both mathematical problem solving achievement and metacognitive skills.


Keywords

Metacognition, Metacognitive Strategy Training, Metacognitive Skills, Problem solving, Problem Solving Achievement

Paper Details

Paper Details
Topic EU Education Programs
Pages 67 - 82
Issue IEJEE, Volume 1, Issue 2
Date of acceptance 01 March 2009
Read (times) 871
Downloaded (times) 411

Author(s) Details

Ayşegül ATAMAN

Gazi University, Turkey


Gökhan ÖZSOY

Aksaray University, Turkey


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