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.
Source: 
Japanese Psychological Research, 49(3), 222–233
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

What's New on POWERUP?

AIR Informs Episode #6: Meeting the Needs of Students with Disabilities During COVID-19

Remote learning requires adjustment for all students, but students with disabilities face additional challenges during the COVID-19 quarantine. In the latest episode of AIR Informs, Allison Gandhi, managing researcher and director of AIR’s special education practice area, describes some of these obstacles and shares strategies to help students make the most of this time.

Related Blog Posts

Apr 11, 2018
STEM Challenge: Visualization, Representation and Modeling
Aug 24, 2015
Graphing and Charting Tools to Meet Diverse Student Needs
View All Posts >