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

What's New on POWERUP?

Use Technology Tools to Support Formative Assessment!

How can technology tools support teachers in their use of formative assessment across different subject areas to better serve the needs of struggling students? Read our new blog post to learn about how technology tools for formative assessment can help you better personalize instruction to meet the needs of your students.