The effects of meta-cognitive instruction on third and sixth graders solving word problems

• Published in: ZDM Vol. 42; no. 2; pp. 195 - 203
• Main Authors: Mevarech, Zemira R., Terkieltaub, Shirlei, Vinberger, Tova, Nevet, Vered
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer-Verlag 01.04.2010; Springer Nature B.V
• Subjects: Cognition & reasoning; Control Groups; Curricula; Education; Elementary School Mathematics; Grade 1; Grade 6; Learning Processes; Mathematical problems; Mathematics; Mathematics Achievement; Mathematics Education; Metacognition; Original Article; Preschool Children; Reading Comprehension; Students; Teaching Methods; Thinking Skills; Word Problems (Mathematics); Word Problem; Direct Translation; Mathematics Achievement; Grade Level; Sixth Grade
• DOI: 10.1007/s11858-010-0244-y
• ISSN: 1863-9690

This study examined the differential effects of a meta-cognitive instruction, called IMPROVE, on third and sixth graders’ solution of word problems. In particular, the study focused on the solution of two kinds of word problems: with consistent and with inconsistent language. Participants were 194 Israeli students who studied in third ( N  = 110) and sixth ( N  = 84) grades. All students were administered pre- and post-tests constructed of 16 word problems with consistent and inconsistent language. About half of the students within each grade level were exposed to IMPROVE and the others studied under a ‘traditional’ teaching method. The findings indicate that at both grade levels the IMPROVE students significantly outperformed their counterparts in the control group, but third graders benefited from IMPROVE more than sixth graders. In addition, the study indicates that the gap in achievement between IMPROVE and control groups was larger on word problems with inconsistent language compared to word problems with consistent language. The theoretical and practical implications of the study are discussed.