Executive functions are
a group of higher cognitive abilities that allow individuals to program,
control, and direct their behavior and thought towards a goal. The construct of
executive functions conceptually resembles to of metacognition and
self-regulation, as the three terms describe the ability to monitor and control
behavior. Several studies have shown that executive functions are strongly related
to mathematical skills and the mathematical problem-solving ability, yet only a
few educational interventions have been designed and implemented to improve
executive functions through the process of solving mathematical problems. This
study aims at investigating the contribution of the "think aloud"
method to improvement executive functions by solving mathematical problems. For
this purpose, an intervention program was designed and implemented. This
program was based on two important educational approaches, the teaching of
cognitive strategies through personalized intervention and the "think
aloud" method. Seventy two school-aged students participated in this study;
thirty six of them received the intervention program which lasted for 12 weeks.
The results demonstrated that students improved their ability to solve
mathematical problems showing that the "think aloud" method can be an
important educational tool for the development of students’ metacognitive
awareness and self-regulation of learning. Nevertheless, although their
executive functions did not appear to improve through this program, it was
shown that students developed their ability to use them more effectively when
carrying out cognitive work.
Executive functions school-based intervention mathematical problem-solving “think-aloud” method
Birincil Dil | İngilizce |
---|---|
Bölüm | Makaleler |
Yazarlar | |
Yayımlanma Tarihi | 28 Aralık 2018 |
Gönderilme Tarihi | 3 Kasım 2018 |
Yayımlandığı Sayı | Yıl 2018Cilt: 4 Sayı: 12 |
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