This paper discusses what metacognitive and cognitive actions elementary students make when they tackle mathematics problems. Findings are presented from the first 30 multimethod interviews conducted with Australian elementary mathematics students. Students used a set of specially designed metacognitive and cognitive action cards to stimulate…

This paper discusses methodological difficulties in studying metacognition and proposes a new multi-method technique for assessing student metacognitive behavior. The major aim of the study was to develop and apply a strategy for assessing metacognition within the context of mathematical problem solving. Data were collected from 30 year-6 students…

Metacognition has been accorded a role in both mathematical problem solving and in the learning of mathematics. There has been consistent advocacy of the need for the promotion of metacognitive activity in both domains. Such advocacy can only be effective if the advocated process is well understood. In this paper we have four goals: to describe a…