文章基本信息

标题：Investigation of Effects of Cognitive Strategies and Metacognitive Functions on Mathematical Problem-Solving Performance of Students with or Without Learning Disabilities
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作者：Ufuk Özkubat ; Emine Rüya Özmen
期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2021
卷号：13
期号：4
页码：443
DOI：10.26822/iejee.2021.203
出版社：International Electronic Journal of Elementary Education
摘要：The purpose of this study was to examine the effects of cognitive strategies and metacognitive functions of students with learning disabilities (LD), students with lowachieving (LA), and students with average-achieving (AA) over their math problem-solving performance. The study sample consisted of 150 students with 50 students from each group. Study data were collected through ThinkAloud Protocols, Metacognitive Experiences Questionnaire, Math Problem Solving Assessment-Short Form, and 10 math problems. Study findings revealed that the significant predictors of math problem-solving performance were metacognitive strategies and experiences regarding students with LD, metacognitive strategies and knowledge considering students with LA, and metacognitive strategies in students with AA. A statistically significant relationship was found between problem-solving performance of students with LD and their metacognitive strategies and metacognitive experiences. Problem-solving performance and metacognitive strategies of students with LA were found to be close to a high level, and their metacognitive knowledge had a moderate relationship. It was also observed to be moderately related to problem-solving performance and metacognitive strategies in students with AA. The findings were discussed within the relevant literature scope, and suggestions were made for teachers in terms of implementation and researchers for further studies.
其他摘要：The purpose of this study was to examine the effects of cognitive strategies and metacognitive functions of students with learning disabilities (LD), students with low-achieving (LA), and students with average-achieving (AA) over their math problem-solving performance. The study sample consisted of 150 students with 50 students from each group. Study data were collected through Think-Aloud Protocols, Metacognitive Experiences Questionnaire, Math Problem Solving Assessment-Short Form, and 10 math problems. Study findings revealed that the significant predictors of math problem-solving performance were metacognitive strategies and experiences regarding students with LD, metacognitive strategies and knowledge considering students with LA, and metacognitive strategies in students with AA. A statistically significant relationship was found between problem-solving performance of students with LD and their metacognitive strategies and metacognitive experiences. Problem-solving performance and metacognitive strategies of students with LA were found to be close to a high level, and their metacognitive knowledge had a moderate relationship. It was also observed to be moderately related to problem-solving performance and metacognitive strategies in students with AA. The findings were discussed within the relevant literature scope, and suggestions were made for teachers in terms of implementation and researchers for further studies.
关键词：Cognitive Strategies and Metacognitive Functions; Learning Disability; Math Problem Solving