@article {10.3844/jssp.2026.12.24,
article_type = {journal},
title = {Integrating Higher-Order Thinking Skills, Cognitive Load Theory, and Metacognition in Algebraic Problem-Solving},
author = {Tularam, Gurudeo Anand},
volume = {22},
year = {2026},
month = {Apr},
pages = {12-24},
doi = {10.3844/jssp.2026.12.24},
url = {https://thescipub.com/abstract/jssp.2026.12.24},
abstract = {This study synthesizes 30 years of research (1990–2020) on algebraic problem-solving, integrating Higher-Order Thinking Skills (HOTS), Cognitive Load Theory (CLT), and metacognitive strategies to enhance student outcomes. Utilizing a critical synthesis approach with data from student interviews, problem-solving observations, and longitudinal tracking, the analysis reveals consistent patterns across diverse educational contexts despite limitations and variable factors like teaching styles and cultural differences. Results show a significant increase in problem-solving accuracy from 52% to 78%, with students developing strategic thinking, including problem-type recognition, strategy selection, and self-monitoring. The integrated framework is effective across various algebraic tasks, from basic equations to complex polynomials, addressing core reasoning skills rather than superficial procedures. These findings challenge algebra’s reputation as a barrier, offering educators a robust approach to foster skill development, confidence, and self-responsibility. By emphasizing reflective learning and self-responsibility, this framework makes algebraic reasoning accessible, transforming it into a gateway for mathematical proficiency across diverse student populations.},
journal = {Journal of Social Sciences},
publisher = {Science Publications}
}