The effect of metacognitive instruction on mathematical reasoning of fifth grade primary school students

The purpose of this study is to examine the effect of metacognitive strategies which is implementing in the problem solving process to students? mathematical reasoning skills in fifth class at primary school.This study has been conducted with totaly 66 students in two classes equivalent to each other in the second term of 2006-2007 academic year in Emin Sağlamer Primary School. This classes are divided into two groups: experimental group which students implement the metacogntive strategies in mathematical problem solving process, and control group which students implement traditional method in mathematical problem solving process.IMPROVE strategy that is a learning approach based on metacognitive theories improved by Mevarech and Kramarski (1997) was applied to the students in experimental group of the research. Experimental application lasted for 9 weeks (25 class duration). In this period of time students were made to study by using the strategy revealed with 65 problems. IMPROVE applied to students in experimental group is an acrostic strategy consists of initials of teaching steps following one another; Introduction, Metacognitive questioning, Practising, Reviewing, Obtaining mastery, Verification, Enrichment.Mathematical reasoning tests are applied to the students during the study. Scales are applied to the students before the practice as a pre test and after the practice as a post test. For analyzing the data, t test has been used. At the end of the study these findings are obtained; After the experimental implement, the students whom metacognitive strategies is applied are present more performance than the the students whom traditional approach applied in; determining and using appropriate reasoning; recognizing and applying mathematical knowledge and patterns; developing logical arguments about solution; making generalizations; solving non-routine problems; and mathematical reasoning skills.