Bu Ali Sina UniversityBiquarterly Journal of Cognitive Strategies in Learning2423-790661120181222The effectiveness of teaching cognitive and metacognitive strategies on problem solving, Numerical memory and Mathematics self-efficacy in studentsThe effectiveness of teaching cognitive and metacognitive strategies on problem solving, Numerical memory and Mathematics self-efficacy in students215232253010.22084/j.psychogy.2018.14585.1649FAMahsaGasemi GheshlaghFirouzehSepehrianazarAcademic member of urmia university0000-0002-7520-0109JavadKeyhanassistant professor of Urmia university0000-0002-7204-1229Journal Article20170917<strong>Objective</strong>: 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. <br /><strong>Method</strong>: 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. <br /><strong>Results</strong>: 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. <br /><strong>Conclusion</strong>: 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.<strong>Objective</strong>: 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. <br /><strong>Method</strong>: 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. <br /><strong>Results</strong>: 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. <br /><strong>Conclusion</strong>: 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.https://asj.basu.ac.ir/article_2530_bd00f2d7916363bb25bcdb10dec7bd35.pdf