title: Metacognition and mathematical problem solving in grade 3.
abstract: This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 children with average intelligence in Grade 3 in order to help teachers and therapists gain a better understanding of contributors to successful mathematical performance. Principal components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66% to 67% of the common variance. The findings from these studies support the use of the assessment of off-line metacognition (essentially prediction and evaluation) to differentiate between average and above-average mathematical problem solvers and between students with a severe or moderate specific mathematics learning disability.
authors.affiliation: Research Group Developmental Disorders, Ghent University, Belgium.
authors.forename: A
authors.initials: A
authors.lastname: Desoete
authors.forename: H
authors.initials: H
authors.lastname: Roeyers
authors.forename: A
authors.initials: A
authors.lastname: Buysse
mesh_terms: D001364:Awareness; D002648:Child; D032882:Comprehension; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D008433:Mathematics; D011340:Problem Solving; D012016:Reference Values