Formative Assessment Using the “Think Aloud” Method for the Development of Executive Functions and Mathematical Problem-Solving Ability

Abstract

Executive functions are a group of higher cognitive abilities that allow individuals to program, control, and direct their behavior and thought towards a goal. The construct of executive functions conceptually resembles to of metacognition and self-regulation, as the three terms describe the ability to monitor and control behavior. Several studies have shown that executive functions are strongly related to mathematical skills and the mathematical problem-solving ability, yet only a few educational interventions have been designed and implemented to improve executive functions through the process of solving mathematical problems. This study aims at investigating the contribution of the "think aloud" method to improvement executive functions by solving mathematical problems. For this purpose, an intervention program was designed and implemented. This program was based on two important educational approaches, the teaching of cognitive strategies through personalized intervention and the "think aloud" method. Seventy two schoolaged students participated in this study; thirty six of themreceivedthe intervention program which lasted for 12 weeks. The results demonstrated that students improved their ability to solve mathematical problems showing that the "think aloud" method can be an important educational tool for the development of students" metacognitive awareness and self-regulation of learning. Nevertheless, although their executive functions did not appear to improve through this program, it was shown that students developed their ability to use them more effectively when carrying out cognitive work.