Investigation the impact of chess play on developing meta-cognitive ability and math problem-solving power of students at different levels of education
Farhad Kazemi. Author links open the author workspace.a. Numbers and letters correspond to the affiliation list. Click to expose these in author workspaceMozafar Yektayar. Author links open the author workspace.b. Numbers and letters correspond to the affiliation list. Click to expose these in author workspaceAli Mohammadi Bolban Abad. Author links open the author workspace.Opens the author workspaceOpens the author workspacea
The aim of this study was to analyze the effect of learning of chess play on developing meta-cognitive ability and mathematical problem-solving capability of students at various levels of schooling. To this end, 86 school-boy students were randomly selected and they taught chess for six months, and another group of 94 students randomly selected for control group. The subjects were assessed via meta-cognitive questionnaire of Panaoura, Philippou, and Christou (2003) and mathematics exams. The results indicated that chess player students showed more achievement in both meta-cognitive abilities and mathematical problem solving capabilities than other non-chess player students. In addition, a positive and significant relationship was found between students’ meta-cognitive ability and their mathematical problem-solving power. These results suggest that we can use chess as an effective tool for developing higher order thinking skills.
Chess play; metacognitive ability; mathematics; problem solving
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