The Effect of Metacognitive Strategy Training on Mathematical Problem Solving Achievement

Ataman, Ayşegül; Özsoy, Gökhan

dc.contributor.author	Ataman, Ayşegül
dc.contributor.author	Özsoy, Gökhan
dc.date.accessioned	2022-08-16T07:46:38Z
dc.date.available	2022-08-16T07:46:38Z
dc.date.issued	2009
dc.identifier.citation	International Electronic Journal of Elementary Education Vol.1, Issue 2, March, 2009	en_US
dc.identifier.uri	http://earsiv.odu.edu.tr:8080/xmlui/handle/11489/1761
dc.description.abstract	The purpose of this study was to investigate the effect of using metacognitive strategy training on mathematical problem solving achievement. The study took place over a nine-week period with 47 fifth grade students. The experimental group (n = 24) instructed to improve their metacognitive skills. At the same time the students in the control group (n = 23) received no additional activities and continued their normal lessons. Students were pre- and post-tested with the Mathematical Problem Solving Achievement Test and Turkish version of Metacognitive Skills and Knowledge Assessment (MSA-TR). The results indicated that students in the metacognitive treatment group significantly improved in both mathematical problem solving achievement and metacognitive skills.	en_US
dc.language.iso	eng	en_US
dc.publisher	International Electronic Journal of Elementary Education	en_US
dc.rights	info:eu-repo/semantics/openAccess	en_US
dc.subject	Metacognition	en_US
dc.subject	Metacognitive Skills	en_US
dc.subject	Metacognitive Strategy Training	en_US
dc.subject	Problem Solving	en_US
dc.subject	Problem Solving Achievement	en_US
dc.title	The Effect of Metacognitive Strategy Training on Mathematical Problem Solving Achievement	en_US
dc.type	article	en_US
dc.contributor.department	Ordu Üniversitesi	en_US