Metacognitive Instruction and Students’ Achievement in Solving Mathematical Word Problems

Abstract

Mathematics is considered as an important subject of elementary curriculum throughout the world due to its use in different fields of life. The compulsory component of mathematics is mathematical word problems. Word problems are considered as the difficult part of mathematics not only by students but mathematics teachers as well. Special teaching strategies are required to teach mathematical word problems to cope with the recent educational standards. Metacognitive instruction for teaching word problems has been proved affective by different educationists and researchers of world. Metacognitive instruction uses the hypothetical definition of metacognition, metacognitive knowledge and metacognitive skills and practicing of self
addressed questions. Students are practiced to ask a series of self addressed questions while solving word problems about: understanding, connection, strategies, and reflection.