@article{oai:aue.repo.nii.ac.jp:00002146,
 author = {Tajika, Hidetsugu and Nakatsu, Narao and Nozaki, Hironari},
 journal = {愛知教育大学教育実践総合センター紀要},
 month = {Mar},
 note = {text, The purpose of the study was to examine how a metacognitive strategy known as self-explanation　influences word problem solving in elementary school children. Participants were 73 sixth-graders.They were assigned to one of three groups, the self-explanation group, the self-learning group, or the　control group. Students in each group took two kinds of tests. The results showed that students in　the self-explanation group and students in the self-learning group outperformed students in control　groups on a transfer test. In addition, high explainers who generated more self-explanations relating　to deep understanding of ratio word problems outperformed low explainers on ratio word problem andtransfer tests. The self-explanation effect is discussed.},
 pages = {9--16},
 title = {The Effect of Self-Explanation on Solving Mathematical Word Problems},
 volume = {9},
 year = {2006}
}