Abstract
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.
Highlights
Problem solving is considered one of the basic skills in mathematics
The components of metacognition play a crucial role in math problem-solving skills (Montague, 1992; Rosenzweig et al, 2011; Sweeney, 2010)
Metacognitive knowledge describes what people know about what they know; metacognitive experience depicts who/what they are related to regarding the task or situation assigned to them, why they engage or withdraw from a task or event; while metacognitive strategy explains how they attempt to achieve an assigned task or situation (Sweeney, 2010)
Summary
Problem solving is considered one of the basic skills in mathematics. Math problem solving includes combining and analyzing skills (Cawley & Miller, 1986) and consists of one and/or more steps (Fuchs et al, 2004). Metacognitive knowledge describes what people know about what they know; metacognitive experience depicts who/what they are related to regarding the task or situation assigned to them, why they engage or withdraw from a task or event; while metacognitive strategy explains how they attempt to achieve an assigned task or situation (Sweeney, 2010). These three components refer to metacognitive functioning (Schudmak, 2014; Sweeney, 2010)
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