| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === The Learning Effect of the Cognitive and Metacognitive Strategy
for Math Underachievers on the Multiplication / Division
Word Problems
Abstract
This research aims to discuss the learning effect from the combination of cognitive and metacognitive strategies for math underachievers on the multiplication / division word problems. Single subjects analysis with multiple probe design across subjects was the main research method. 3 students (grade 4) with math underachievement in a Taipei municipal elementary school participated in the study, to explore the accuracy of multiplication and division word problems on immediate effect, maintenance effect, as well as changes in problem-solving affection (include problem-solving attitude and habits). Visual inspection, and analysis on the interview data were the methods. The research findings were concluded as follows：
1. Cognitive and metacognitive strategy is able to improve the overall problem-solving performance of underachievers on multiplication / division word problems on immediate effect.
2. Cognitive and metacognitive strategy is able to improve the overall problem-solving performance of underachievers on multiplication / division word problems on maintenance effect.
3. Cognitive and metacognitive strategy can improve the problem -solving performance of underachievers on all kinds of multiplication / division word problems on immediate effect.
4. Cognitive and metacognitive strategy can improve the problem -solving performance of underachievers on all kinds of multiplication / division word problems on maintenance effect.
5. Cognitive and metacognitive strategy improve the problem-solving attitude and habits of underachievers.
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