Effect of Use of Metacognitive Strategies on Adaptive Reasoning, Procedural Fluency and Connections of Mathematics with Other Subjects of Fourth Graders with Dyscalculia

Abstract

The study with 28 students having dyscalculia utilized pre-test post-test control group design. The experimental group was given remediation by use of metacognitive strategies while control group was taught through traditional method. Findings revealed that the subjects in metacognitive strategies group showed significant improvement from pre test to post test in mathematical skills (Adaptive reasoning, Procedural fluency and connections of mathematics with other subjects).