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The effect of metacognitive strategy training on mathematical problem solving achievement

Author(s): Gökhan ÖZSOY | Ayşegül ATAMAN

Journal: International Electronic Journal of Elementary Education
ISSN 1307-9298

Volume: 1;
Issue: 2;
Start page: 67;
Date: 2009;
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Keywords: Metacognition | metacognitive strategy training | metacognitive skills | problem solving

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