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Metacognition and mathematical problem solving in grade 3.

A Desoete1, H Roeyers, A Buysse

  • 1Research Group Developmental Disorders, Ghent University, Belgium.

Journal of Learning Disabilities
|October 27, 2004
PubMed
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Metacognition significantly impacts math skills in third graders. Assessing off-line metacognition, including prediction and evaluation, helps identify students with math learning disabilities.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Mathematical problem-solving is crucial for academic success.
  • Understanding cognitive contributors to math performance is essential for educators and therapists.
  • Metacognition, or thinking about one's thinking, plays a role in learning.

Purpose of the Study:

  • To examine the relationship between metacognition and mathematical problem-solving in third-grade children.
  • To identify key metacognitive components contributing to successful mathematical performance.
  • To inform teachers and therapists about factors influencing math achievement.

Main Methods:

  • Two studies involving 165 children with average intelligence in Grade 3.
  • Principal components analysis was used to analyze metacognitive components.

Related Experiment Videos

  • Focus on global metacognition, off-line metacognition (prediction and evaluation), and attribution to effort.

    • Main Results:

    • Three metacognitive components—global metacognition, off-line metacognition, and attribution to effort—explained 66%–67% of the common variance.
    • Off-line metacognition, specifically prediction and evaluation skills, was effective in distinguishing between mathematical problem-solving abilities.
    • Assessment of off-line metacognition differentiated average from above-average problem solvers and identified students with mathematics learning disabilities.

    Conclusions:

    • Metacognitive skills are significant predictors of mathematical problem-solving success.
    • Off-line metacognition is a valuable tool for assessing and differentiating mathematical abilities.
    • Findings support the use of metacognitive assessments to identify students needing targeted support for mathematics learning disabilities.