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Longitudinal Analysis of the Number of Metacognitive Strategies of Pupils Learning Multiplication Tables : Utilizing the Measuring Tools of Metacognitive Strategies in Teaching Arithmetic in the Early Elementary Grades

  • SAKAMOTO Yuushi
    Graduate School of Education and Human Development, Nagoya University:Yahagi-Higashi Elementary School

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  • 九九の学習場面におけるメタ認知的方略量の経時的な変化 : 小学校低学年の算数指導におけるメタ認知的方略測定用具の利用
  • クク ノ ガクシュウ バメン ニ オケル メタ ニンチテキ ホウリャクリョウ ノ ケイジテキ ナ ヘンカ : ショウガッコウ テイガクネン ノ サンスウ シドウ ニ オケル メタ ニンチテキ ホウリャク ソクテイ ヨウグ ノ リヨウ

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The following findings resulted from continuous measurements of the number of metacognitive strategies of pupils learning multiplication tables by using a metacognitive strategy measurement tool in the second grade of elementary school (Sakamoto, 2010). 1) There is a tendency for the number of metacognitive strategies to decrease with time. 2) Pupils who do not use metacognitive strategies from the beginning still show the tendency of not using them with the passage of time. 3) In the context of problem solving associated with memory, pupils gradually show a tendency of not using the metacognitive strategy related to control and planning with the passage of time, but they use a metacognitive strategy related to monitoring continuously. Thus, it is suggested that it is educationally significant to periodically measure the number of metacognitive strategies.


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