Effects of self-explanation as a metacognitive strategy for solving mathematical word programs

Author: 
Tajika, H., Nakatsu, N., Nozaki, H., Neumann, E., & Marumo, S.
Year: 
2007

The study examined the effects of a metacognitive strategy (i.e., self-explanation) on elementary school students’ ability to solve word problems. Students were assigned to one of three conditions: (1) self-explanation, (2) self-learning, and (3) control. Students were administered a pretest, a ratio word problem test, and a transfer test.

Type: 
Research
Common Core State Standards: 
Make Sense of Problems
Reason Abstractly
Construct Viable Arguments
Attend to Precision
Instructional Strategies: 
Understanding Problems
Organizing
Thinking Aloud
Modeling
Using Precise Math Language

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