Modular Approach in Teaching Problem Solving: A Metacognitive Process

The study assessed the mathematics readiness of students, and investigated whether the modular approach to teaching mathematical problem solving focused on metacognitive skills is a better than conventional teaching. It used a static-groups pretest-posttest design, with 144and 146 students for the control and experimental group, respectively. A TIMSS-based mathematics test was used to assess readiness, while a problem solving test was used for problem solving proficiency. Both groups showed an intermediate level of math readiness. Also, the experimental group showed significantly higher problem solving proficiency than the control group. Thus, the experimental group showed better metacognitive skills.