### Abstract

This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N=96) received the VStops approach in teaching and learning of mathematical word problem solving, while the control group (N=97) received the conventional approach. Five instruments were used to collect the data: the achievement test, conceptual knowledge test, metacognitive awareness questionnaire, problem-solving strategies awareness questionnaire, and attitudes toward mathematical word problem-solving questionnaire. Pre and posttest data were analyzed using multivariate analysis of variance (MANOVA) followed by univariate analysis of variance (ANOVA). Overall, the study found that the VStops approach had a positive impact on achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving.

### License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 3, 165-174

https://doi.org/10.12973/eurasia.2014.1073a

Publication date: 15 Dec 2014

Article Views: 4818

Article Downloads: 2422

Open Access References How to cite this article