Metacognitive strategies in solving mathematical word problems: a case of Rwandan primary school learners

Abstract This study aims to understand the use of metacognitive skills by Rwandan learners while solving mathematical word problems. We interviewed and assessed third-, fourth- fifth-grade from a public primary school. The following three points emerged. First, with correct answers were considerably higher than that those incorrect answers. Second, although there was no considerable difference in between who answered correctly did not at stage ‘understand problem’, differences observed ‘search for methods’ ‘execute ‘examine answer’ stages. During stage, mainly used control their learning—‘writing process sentences’, ‘drawing tables’ pictograms’. Third, when measured scored, average scores fifth third graders similar. interview revealed teachers taught them strategies mathematics lessons. It can be inferred consequently, raised as high graders. Although this is only single empirical Rwanda, it major step towards improving standard education African countries. In future, similar research must conducted other countries accumulate relevant results.