A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy
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The purpose of the study was to examine the efficacy of self-explanation for helping elementary school children solve mathematical word problems through computer-based support over two years. Twenty fourth graders participated in the study. The students solved worked-out examples for thirty minutes once a week in six two-week training sessions. They completed a word problem test at the end of each session. The results showed that all of the students gradually solved more word problems correctly than before. We classified students in the training condition into three groups according to the patterns of their test scores. Students in the upper group, who had consistently higher scores, self-explained their solution processes using inferences. Some students in the middle group, who were gradually increasing their scores, also self-explained their solution processes using inferences. Most students in the lower group, who had consistently low scores, only took notes on the results of their past records about solution steps. Self-explanation as a metacognitive strategy is discussed.
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Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology
Fields of Research::39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computing