期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：1
期号：2
页码：67-82
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：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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