estimating technique will the student use to my estimation?” Check: did not skip any predict the answer? “I important information in my Target: The ‘Check’ (Self-Monitor) predicted/estimated answer used all of the estimation.” essential problem information. 6. Compute the (Self-Instruction) Target: The student Say: will compute the ‘Say’ “I answer. follows the plan to compute the solution to answer to the problem.” Ask: the problem. my answer sound “Does Target: Does the my answer close ‘Ask’ (Self-Question) right?” “Is answer agree with the estimate? to my Check: estimate?” “I Target: The steps in carried out all of the ‘Check’ (Self-Monitor) the plan were followed and the operations operations in the correct completed in the correct order. order to solve this problem.” 7. Check the Say: will check the steps Target: The student “I ‘Say’ (Self-Instruction) answer. of my reviews the computation steps to verify the answer.” Ask: i go through each answer. “Did step in my answer and check Target: Did the student ‘Ask’ (Self-Question) check all the steps in solving the problem and my work?” Check: are all computations correct? “” Target: The problem ‘Check’ (Self-Monitor) solution appears to have been done correctly. Reference Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25,230-248.
estimating technique will the student use to predict the answer? ‘Check’ (Self-Monitor) Target: The predicted/estimated answer used all of the essential problem information. my estimation?” Check: “I did not skip any important information in my estimation.” 6. Compute the answer. ‘Say’ (Self-Instruction) Target: The student follows the plan to compute the solution to the problem. ‘Ask’ (Self-Question) Target: Does the answer agree with the estimate? ‘Check’ (Self-Monitor) Target: The steps in the plan were followed and the operations completed in the correct order. Say: “I will compute the answer to the problem.” Ask: “Does my answer sound right?” “Is my answer close to my estimate?” Check: “I carried out all of the operations in the correct order to solve this problem.” 7. Check the answer. ‘Say’ (Self-Instruction) Target: The student reviews the computation steps to verify the answer. ‘Ask’ (Self-Question) Target: Did the student check all the steps in solving the problem and are all computations correct? ‘Check’ (Self-Monitor) Target: The problem solution appears to have been done correctly. Say: “I will check the steps of my answer.” Ask: “Did i go through each step in my answer and check my work?” Check: “” Reference Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25,230-248.