Metacognitive Strategies and Their Assessment to Promote Adaptive Children's Mathematical Problem Solving and Metacognitive Strategies

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Using computer-based worked-out examples, self-explanation notes which children generated, and paper-and-pencil types of worked-out examples, we assessed content-relevant levels of children's self-explanations. Then, we conducted two types of tests, mathematical word problem tests and a transfer test. The results of the longitudinal experiment showed that children who had generated content-relevant explanations including inferences outperformed children who had only repeated the problem sentences. The tools we have used to assess self-explanation effects are discussed.