| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士在職專班 === 106 === Abstract
This action study focuses on the effects of using metacognitive instruction on solving mathematical word problems for fifth graders. A total of 22 students in one fifth-grade class in Taichung participated in the course that included 18 sessions in eight weeks. Based on M. Montague’s seven-step strategy, the author adopted a metacognitive approach that involves Read, Paraphrase, Visualize, Compute and Check to instruct participants on math word problems.
To analyze participants’ ability to solve word problems before and after metacognitive instruction, this study collects math pre-test and post-test results, metacognitive strategy worksheets and learning sheets, video data, self-assessment journals, classroom observation forms, peer review and student feedback. The results of this study are as follow:
1. Based on Montague’s seven-step strategy, the author adopted a metacognitive approach that involves Read, Paraphrase, Visualize, Compute and Check. An eight week of course is realized through guided instruction, student response analysis, self-feedback and calibration.
2. The author experimented with solutions when participants failed to paraphrase word problems by highlighting keywords in them.
3. The metacognitive approach improves the participants’ ability to solve math word problems in an efficient way.
4. For the author, the adoption of metacognitive approach helps build expertise and self-reflection.
Based on the results, the author offers seven suggestions for researchers and teachers:
1. Prior to every teaching unit, perform a more comprehensive introduction to the math terms that will be used in Paraphrase step (i.e. highlighting keywords). During instruction, guide students to “read” word problems carefully.
2. From diverse teaching units, choose those that build connection with students.
3. Make good use of teaching aids.
4. Design a reward plan and develop a supportive environment for students.
5. Include more word problem structures in chosen teaching units.
6. Involve students of focus in action studies.
7. Invite peers to ensure research objectivity and offer valuable recommendations.
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