Abstract
The purpose of this paper is to consider how metacognitive activity in process of self-solution have an impact on metacognitive activity in process of polish up. First, I checked on that essences of problem solving have to be engage for children's liberty and diversity. Next, I categorized children by difference of strategy or case in process self-solution, and divided process of polish up into three steps from Koto (1992)'s theory. Then, I considered metacognitive activities of classified children in process of polish up. Therefore, a metacognitive activity in process of polish up is so unrelated to the difference of a metacognitive activity by two classifications in process of self-solution. However, the result of the one and the activity referred to for the "self-evaluation" is chiefly thought as a difference.
