Effects Of Metacognitive Training In Transfer On Planar Vector Problem Solving On Senior Students With Mathematics Learning Disabilities

Metacognition had great effect on students' academic achievements .The level of students' metacognition plaid a important role in problem solution. Mathematics disabled-learning students were different from normal students in metacognition and thinking strategies, and metacognitive training had great influence on improving students' metacognitive abilities and developing students' problem solving abilities. More and more researchers paid more attention to metacognitive training on mathematics disabled-learning students. However, previous researches on metacognitive strategy training was mostly on children and the problem was confined in math word-problems and geometry problems.An experimental research was to explore the effect of two kinds of training models which were question list training and self-explanation training. The study was to examine the effects of two patterns in problem-solving transfer on mathematics learning-disabled students. Subjects were divided into three groups which were self-explanation group, question-list group, no question-list group. The results showed that the metacognition level of students in self-explanation group was best in three groups, and near transfer pretest scores of students in question-list group was best in three groups, and far transfer post-test scores of students in self-explanation group was best in three groups.It showed that both two training patterns were positive teaching-strategies. The training had positive effects on students' performance. The training had positive effects on students' metacognitive abilities and problem solving abilities.