The Role of the Metacognitive
Aspect of Self-Questioning in Math Word Problems
Joan J. Marge
Mt. San Antonio College
The findings of the Third International
Mathematics and Science Study indicate that students in the United States fared
above average on algorithmic math problems, but ranked below average on
non-routine, multi-step problems, i.e., those that require higher-order
thinking. Math word problems fall into
the latter categories, because they require the activation of metacognitive
thought processes, especially the self-regulatory aspects of
self-questioning. The solutions to
these problems require more than simple algorithmic procedures. Students must reflect upon the problem, then
analyze, strategize and attempt a solution.
Word problems model real-life experiences, and offer an insight into
whether students truly understand the math involved. Through modeling and then coaching students to self-question,
teachers can encourage the activation of necessary metacognitive processes.
A problem-solving schema in the form of guided self-questioning offers a tool
for students to use when solving word problems. This self-questioning strategy training helps them unveil the
meanings of the math word problems, while simultaneously prompting them to more
actively monitor their own comprehension.
Students are guided to a solution through a series of questions that
help them clarify, depict, predict, solve, and re-check the word problem.
When instruction also incorporates group learning and
a reciprocal teaching format, students can become active learners, and they can
be scaffolded into solving word problems. An increase in teachers' attention to
the metacognitive self-questioning aspect of solving word problems might be one
solution to the problems U.S. students face in this area of mathematics.