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The study’s purpose was to understand how problem-solving strategies and metacognitive questioning influenced high school students’ mathematics literacy. Participants were 37 students enrolled in an Algebra course. In one class section, students used problem-solving strategies (PSS) to solve word problems. In a second section, students engaged in the same problem-solving strategies but also addressed metacognitive questions (MQ). Measures included an Analytic Scale for Problem-Solving and a Visualization Rubric. There was significant improvement in both groups on the Analytic Scale. Qualitative data revealed that students had difficulties with content specific vocabulary words and formulas. The fact that the metacognitive group performed equally well suggests that these scaffolds did not diminish performance and may be beneficial over longer periods with larger groups.