Thinking-aloud protocol scoring system for math metacognitive skillfulness¶
Research Method · All research methods
Evidence · 3 claims (3 for) · 2 studies (2 associational),q2· 1 of 2 report an effect size · 3 claims rest on one study
Description¶
An observational coding system in which thinking-aloud protocols are analyzed for spontaneous metacognitive activities during math problem solving. "Metacognitive skillfulness was divided into four subscales: orientation (O), planning and systematical orderliness (P), evaluation (Ev), and elaboration (El)", with math-specific and general example activities for each (e.g., goal setting, making a sketch, checking an answer by recalculating). Scoring is two-step: utterances are coded per subscale for frequency, and each subscale receives a qualitative score on a five-point scale (0–4), with judges avoiding confounding scores with correctness of content. Interrater reliability was 0.95 and 0.98 for qualitative scores.
Accounts¶
- Thinking-aloud protocol scoring system for math metacognitive skillfulness (four subscales, quantity and quality): An observational coding system in which thinking-aloud protocols are analyzed for spontaneous metacognitive activities during math problem solving. "Metacognitive skillfulness was divided into four subscales: orientation (O), planning and systematical orderliness (P), evaluation (Ev), and elaboration (El)", with math-specific and general example activities for each (e.g., goal setting, making a sketch, checking an answer by recalculating). Scoring is two-step: utterances are coded per subscale for frequency, and each subscale receives a qualitative score on a five-point scale (0–4), with judges avoiding confounding scores with correctness of content. Interrater reliability was 0.95 and 0.98 for qualitative scores. (Van der Stel et al. (2010))
Claims¶
- The think-aloud measure predicts word problem solving performance, explaining 33 percent of variance [+W]
- A task-specific questionnaire built item-by-item from a think-aloud coding taxonomy correlated r=.51 with think-aloud protocols, higher than the -.07 to .42 regularly reported [+W]
- Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving [+W]
Related Research Methods¶
Key Sources¶
- Van der Stel, M., Veenman, M. V. J., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective. ZDM Mathematics Education, 42, 219–229. https://doi.org/10.1007/s11858-009-0224-2
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
thinking-aloud-protocol-scoring-system-for-math-metacognitive-skillfulness |
title |
Thinking-aloud protocol scoring system for math metacognitive skillfulness |
description |
An observational coding system in which thinking-aloud protocols are analyzed for spontaneous metacognitive activities during math problem solving. |
status |
review |
generated |
by process:settle-candidates on 2026-10-17 |
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unverified — no one has confirmed this page's content |
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