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A Study on Metacognitive Strategies for Word Problem in Second Grade Arithmetic Classes : Development of a metacognitive strategy measurement tool

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  • 小学校2年生の算数文章問題におけるメタ認知的方略に関する一考察 : メタ認知的方略測定用具の作成
  • ショウガッコウ 2ネンセイ ノ サンスウ ブンショウ モンダイ ニ オケル メタ ニンチテキ ホウリャク ニ カンスル イチ コウサツ : メタ ニンチテキ ホウリャク ソクテイ ヨウグ ノ サクセイ

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In this study, a metacognitive strategy measurement tool for word problem in second graders was developed, and the amounts of metacognitive strategies were measured in two groups. In the first group, a teacher showed the solving way of the problem. In the other group, pupils cooperated and sought solving ways by themselves. As a result, there were following findings. 1) In the first group, there is a declining tendency of metacognitive strategy scores related to understanding of problems when taking the same type problems repeatedly. However, this tendency is not observed in the other group. Therefore, to understand the meaning of word problems, it can be better that pupils cooperate and seek solving ways by themselves. 2) It can be mentioned that to take the same type word problems repeatedly has effect pupils to gain insight of solving ways. 3) It can be considered that pupils who seek solving ways by themselves will be able to solve harder problems more than who are taught the solving way by a teacher. These findings obtained by utilizing the metacognitive strategy measurement tool are consistent to experience of well-seasoned teachers. This suggests high validity of measurement using the developed tool.


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