Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School
Khalid S. Alzahrani
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Abstract

The study aims to explore teachers’ and students’ perspectives regarding metacognition and its role in mathematics learning. The use of case study was a methodical means to achieve elaborate data and to shed light on issues facing the study. The participants consisted of a case study class from a secondary school in Saudi Arabia. The instruments used for data collection were semi-structured interviews and classroom observation. The data produced essential finding based on thematic analysis techniques, regarding study’s aim. Firstly, the traditional method can hinder mathematics teaching and learning through metacognition. Secondly, although metacognitive mathematics instruction should be planned, the strategy that is introduced should be directly targeted at improving the monitoring and regulation of students’ thought when dealing with mathematics problems.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2017, Volume 12, Issue 3, 521-537

https://doi.org/10.29333/iejme/629

Publication date: 19 Jul 2017

Article Views: 3401

Article Downloads: 12820

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