عنوان مقاله [English]
This study utilizes a meta-analysis for combining the numerical results of studies on the relation between learning strategies and math problem solving performance. The population of this meta-analysis was the available published researches relating to learning strategies and math problem solving performance in Iran from 1369 up to 1389. Based on the defined inclusion and exclusion criteria as well as sensitivity analysis, 59 effect sizes on 25 primary researches were investigated. After checking the inclusion and exclusion criteria, the findings of selected primary studies were analyzed using the CMA2 and SPSS18.The results showed that the learning strategies have had significant effect on problem solving math performance and according to Cohens criteria the combined effect size of learning strategies and math problem solving performance was moderate to high (ES =0/44). Based on the heterogeneity analysis, gender and research methods were used as moderators’ variables. The results of t-test showed that the combined effect size of the learning strategies and mathematics problem-solving performance differences between male and female learners were not insignificant, but the combined effect sizes significantly were different between experimental and correlation research. In summary, it can be concluded that teaching the learning strategies and encouraging learners to use them can have a significant impact on their math problem solving performance.