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The effect of metacognitive training on mathematical word‐problem solving
Author(s) -
Teong S.K.
Publication year - 2003
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1046/j.0266-4909.2003.00005.x
Subject(s) - metacognition , cognition , word (group theory) , word problem (mathematics education) , control (management) , psychology , apprenticeship , mathematics education , cognitive psychology , computer science , artificial intelligence , linguistics , philosophy , neuroscience
This study demonstrates how explicit metacognitive training influences the mathematical word‐problem solving of forty 11–12‐year‐old low achievers in a cognitive‐apprenticeship, computer‐based environment. Results from the experimental and case study designs revealed that experimental students outperformed control students on ability to solve word‐problems on their individual written measures; experimental students developed the ability to ascertain when to make metacognitive decisions, and elicit better regulated metacognitive decisions than control students; knowing when and how to use metacognitive strategies is an important determinant to successful word‐problem solving; and the cognitive‐apprenticeship‐computer‐based environment appears to amplify low achievers' metacognitive and cognitive behaviours during word‐problem solving.