Research findings have shown that metacognitive strategies and self-regulating processes that learners use to control their actions, to reason, and to reflect, are one of the main resources that influence their success in solving a math word problem. All the learners were tested in math word problems twice, before the intervention and after it. The rest of the learners were included in control classes in which they performed tasks without having been given any specific guidance, based exclusively on traditional methods and respective textbooks. Almost half of the total number of the third and fifth-graderswere exposed to metacognitive instruction. Two hundred sixty-three learners, of three classes of third graders (N=130) and four classes of fifth graders (N=133) of the elementary cycle from two urban schools of Kosovo, participated in the study. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems. This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners’ achievement on solving math word problems. Although the difference between the results of the pre-test and the post-test were statistically slightly, yet there was an improved performance during the classes and the post-test. Once the study had been completed, it was concluded that problem solving skills were improved according to using mathematical vocabulary.

All the students that participated on the study were tested in math word problems twice, before the intervention and after it. To answer this question I used quasi-experiment conducted with thirty-six children of 4th grade at the primary school “Hilmi Rakovica”.

This study is focused on a primary research questions: “What is the impact of reading comprehension on students’ word problem solving skills?” The purpose of the current study is to investigate the impact of mathematical vocabulary and students’ reading comprehension in improving mathematical problem solving skills. Edhe pse dallimet në mes rezultateve të para-testit dhe pas-testit ishin statistikisht të vogla, megjithatë kishte një performacë të përmirësuar përgjatë orëve mësimore dhe pas-testit.Įnglish: Word problems are an important component of the curriculum. Pas përfundimit të hulunmtimit u konkludua se aftësitë e zgjidhjes së problemeve me fjalë u përmirësuan përmes përdorimit të fjalorit matematikor. Të gjithë nxënësit që morën pjesë në hulumtim u testuan dy herë me probleme me fjalë, para intervenimit dhe pas tij. Për të dhënë përgjigje në këtë pyetje të hulumtimit përdora quazi-eksperiment me tridhjetë e gjashtë fëmijë të klasës së 4-të në shkollën fillore “Hilmi Rakovica”. Ky studim fokusohet në pyetjen kryesore të hulumtimit: “Çfarë ndikimi ka leximi i kuptimshëm në aftësinë e nxënësve për zgjidhjen e problemeve matematikore me fjalë?” Qëllimi i këtij studimi është që të hetojë ndikimin e fjalorit matematikor dhe leximit të kuptimshëm në përmirësimin e aftësive për zgjidhjen e problemeve matematikore. Problemet me fjalë janë një komponentë e rëndësishme e kurrikulës.

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