A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems |
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Authors: | Ngan Hoe Lee Darren Jian Sheng Yeo Seek Eng Hong |
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Institution: | 1. National Institute of Education, Nanyang Technological University, Singapore, Singapore 2. Mee Toh School, Ministry of Education, Singapore, Singapore
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Abstract: | Many Primary Four students (fourth graders) in Singapore have difficulties initiating or persevering in the problem-solving process even though the curriculum has focused on problem solving since 1992. This study served to examine the role of metacognition in self-regulated problem solving. The study, a quasi-experimental pretest–posttest design involving a convenience sample of 63 students from two intact mixed-ability Primary Four classes, examined the impact of using a metacognitive scheme that focuses on the understanding and planning stages of Pòlya’s four-stage approach on students’ mathematical problem-solving behavior, performance and attitudes. The findings revealed that the metacognitive-based scheme had a positive impact on students’ understanding of the problem posed, solution planning, confidence in and personal control of problem-solving behavior and emotions. It had also helped them to initiate and persevere in the problem-solving process to achieve a higher level of problem-solving success. Limitations and instructional implications are discussed. |
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