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Journal of Learning Disabilities
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Metacognition and Mathematical Problem Solving in Grade 3

Annemie Desoete

Ghent University in Ghent, Belgium

Herbert Roeyers

Ghent University

Ann Buysse

Ghent University

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.

Journal of Learning Disabilities, Vol. 34, No. 5, 435-447 (2001)
DOI: 10.1177/002221940103400505
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Home page
 J Learn DisabilHome page
A. Desoete, H. Roeyers, and A. De Clercq
Children with Mathematics Learning Disabilities in Belgium
J Learn Disabil, February 1, 2004; 37(1): 50 - 61.
[Abstract] [PDF]