Suppose that a student learns a mathematical procedure such as how to find the area of a parallelogram. Later, when the student is given a parallelogram problem like the one he or she has studied, he or she is able to find its area correctly. In short, the student shows that she can perform well on a retention test. However, when this student is asked to find the area of an unusually shaped parallelogram, he or she looks confused and answers "We haven't had this yet". In short, the student shows that she cannot perform well on a transfer test, which is applying what she has learned to a new situation (Mayer, 2001)
Unfortunately, mastering a component skill is not enough to support non routine problem solving. Students need to know not only what to do, but also when to do it. Therefore, a second ingredient is needed to control and monitor cognitive processes (Hartman, 2001). In other words, the uses of meta-cognitive skills are needed in solving problems (such as the previously......

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Title: Metacognition And Transfer Of Learning
Approximate Word Count: 3588
Approximate Pages: 15 (250 words per double-spaced page)

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