The effect of metacognitive training on mathematical word-problem solving

This study demonstrates how explicit metacognitive training influences the mathematical word-problem solving of forty 11-12-year-old low achievers in a cognitive-apprenticeship, computer-based environment. Results from the experimental and case study designs revealed that experimental students outperformed control students on ability to solve word-problems on their individual written measures; experimental students developed the ability to ascertain when to make metacognitive decisions, and elicit better regulated metacognitive decisions than control students; knowing when and how to use metacognitive strategies is an important determinant to successful word-problem solving; and the cognitive-apprenticeship-computer-based environment appears to amplify low achievers' metacognitive and cognitive behaviours during word-problem solving.