The effectiveness of teaching cognitive and metacognitive strategies on problem solving, Numerical memory and Mathematics self-efficacy in students

  The purpose of this study was to determine the effectiveness of cognitive and metacognitive strategies on numeral memory, mathematics self-efficacy and problem solving of students. Experimental study was used with pretest-posttest design with control group. The study population consisted of all students in Urmia. Tower of London and numerical mathematics self-efficacy questionnaire and Wechsler Memory scale were used. Sample consisted of 60 members that assigned to 2 groups (30 number in experimental and 30 number in control group). The experimental group in 10 sessions of cognitive strategies - and metacognitive During these meetings, no teaching was given to the control group. Considering the results of multivariate analysis of covariance different experimental group and control group mean to solve the problem with the amount of f = 44/69, 0/001 alpha level is significant. The difference between mean numerical memory test groups and control the amount of F = 12/44 at 0/001 and the mathematics self-efficacy alpha with a value of f = 8/88 in 0/004 alpha level is significant. Training cognitive and metacognitive intervention was effective on problem solving, number memory and mathematics self-efficacy. Therefore, based on the results of this study, the use of cognitive and metacognitive learning alongside other interventions has been proposed.