Student-controlled metacognitive training for solving word problems in primary school mathematics

Abstract

Solving word problems plays an important role in primary school mathematics education. However, many students have difficulty solving such tasks. In order to improve students' metacognitive and problem-solving skills, a computer program was developed consisting of word problems and metacognitive hints. The experimental group of Grade 5 (n = 23) practiced with the computer program, in which the students were free to choose metacognitive hints during problem-solving. The control group (n = 26) did not work with the computer program. Results show that students using the metacognitive program outscore the students in the control group on the problem-solving posttest and improve their metacognitive skills. Moreover, a relationship between mathematics performance and hint use was found. These results support the assumption that metacognitive skills can be enhanced by students' free choice of metacognitive hints in a computerized learning environment and that use of hints can increase students' performance in solving word problems.