Metacognition in the Learning of Mathematics in the Senior Phase: Some Implications for the Curriculum
Year: 2008
Type: article
Abstract: An investigation into metacognition in the learning of mathematics in the senior phase.3 South African learners' inadequate achievement in mathematics is a source of concern. This is especially the case since mathematics is regarded as a vital life skill in the postmodern, technologically sophisticated era. The concept “metacognition” is referred to both directly and indirectly in the Critical Outcomes4 in Curriculum 20055—most of the outcomes mentioned imply that learners should be directed to reflect on their own thoughts. The primary aim of this study was to investigate the possible value of metacognition in the learning of mathematics. Both quantitative and qualitative research methods were implemented. The findings indicate, inter alia, that the metacognitive strategies in respect of the prediction, evaluation, monitoring and reflection of the learners in the research group were inadequate to facilitate critical thinking and the notion about thinking about one's own thinking.
Authors: M. S. van der Walt, J. G. Maree, S. M. Ellis
Institutions: North-West University, University of Pretoria
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
Funder: University of Manchester
OpenAlex ID: W1981969708