The effect of metacognitive instruction of problem solving on mathematical learning disability

Document Type : Research Paper

Authors

1 Professor of psychology, the university of payam-e-noor

2 Professor of psychology

3 Phd candidate of psychology, the university of Islamic Azad

jld-2-2-91-11-3

Abstract

The effect of metacognitive instruction of problem solving on mathematics
disability in elementary fourth and fifth grade students was studied. For this
purpose, through a 112 subjects (67 furth &65 fifth grade) were selected from 22
areas in Tehran city with cluster random sampling and assigned randomly to
experiment and control groups. After metacognitive instruction in the experimental
group both groups resporded to the Diagnostic Mathematical Disability Tests for
fourth and fifth graders and a post-test was conducted on the two groups at follow
up 3 months later. The results showed that metacognitive instruction of problem
solving did not improve the performance of students on the problem-solving and
mathematics scores at post-test but over time these abilities improved and
generalized to other tasks. There was no difference between fourth and fifth
graders with regard to the effects of metacognitive training. Given the problems
due to instruction and assessment of mathematical abilities and metacognitive skills
these findings are discussed in relation with metacognitive instruction for the
improvement of the mathematical learning disability.

Keywords

References

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Journal of Learning Disabilities
Volume 2, Issue 2 - Serial Number 2
January 2013
Pages 40-58

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