Metacognitive self-regulation is the ability to organize an individual's mental activities according to his/her goals, and it has been found to affect students' mathematics achievement. However, its relationship with problem-solving and posing skills is still not clarified. This study aims to examine the mediating role of metacognitive…

As students learn to problem solve in authentic situations, they must also develop metacognitive tools to manage and regulate their problem-solving process. To foster process-focused metacognition utilized by mathematical thinkers and problem solvers, inquiry-based learning classroom practices and an adapted version of portfolio problems were…

The study of correlation between metacognitive skills and reasoning skills on problem solving ability simultaneously in class used PBL learning model is still less. This study aims to reveal the relationship between metacognitive skills and reasoning skills on problem solving ability of the students in STKIP Persada Khatulistiwa Sintang in…

This Brief Resource addresses anxiety and the dire impact anxiety has on student well-being and performance. Anxiety prevents students from focusing, concentrating, feeling safe, grounded, and at ease. There are immeasurable numbers of students who are experiencing anxiety during this pandemic. Social Emotional Learning works to enhance students'…

This research explores solutions and challenges pertaining to a child's development of self-efficacy. After working with fifth grade students in a public education setting, Inoticed an increased reliance on teachers for both creative and procedural directions. This paper explores research of educators who examine the internal and external factors…

This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3. It is not intended to provide a comprehensive guide to mathematics teaching. We have made recommendations where there are research findings that schools can use to make a significant difference to pupils' learning, and have focused on the questions that…

Researchers have demonstrated that cognitive-behavioral intervention strategies--such as social problem solving--provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social…

Discusses metacognition as an important component of a set of essential survival skills for the future. Indicates ways to promote general awareness of metacognitive activity, facilitate conscious monitoring of comprehension, and encourage a deliberate and systematic approach to learning and problem solving. (RH)

Discusses the relationship between areas of learning skills and metacognitive monitoring processes by focusing on mathematics. Examines the success level in standardized mathematical testing and awareness regarding control processes during the test execution of third grade (N=397) and fourth grade (N=394) children. Concludes that numerical and…

Two studies investigated sixth and seventh graders' metacognitive reading skills or skills that are used in reading to remember. Students monitored relative passage difficulty between narrative and expository passages and offered reasons for their judgements. Self-report strategies, retrospection, and protocol analysis were used. (JN)

This study investigated the independent strategy development of 7- to 12-year-old children from the suburbs of Brisbane, Australia in solving a series of novel, two- and three-dimensional combinatorial problems. For each of the problem types, a sequence of five, increasingly complex, strategies was identified from the children's actions and…

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)

A study examined differences in metacognition among United Arab Emirates third-graders who were hearing average-achieving (N=58), had hearing impairments (N=25), and who were hearing underachieving (N=33). Students who were hearing average-achieving or had hearing impairments achieved significantly better on a metacognition evaluation than those…

Korean children's knowledge of appropriate self-regulated behaviors related to the solving of school-based or nonschool-based programs was studied. An attempt was made to determine the grade level (kindergarten, first, third, and fifth) differences in perceptions of appropriate problem-solving behaviors from the perspective of self-regulation…

This paper describes a models and modeling framework that has been applied to various areas in teaching, learning and problem solving. It examines the implications of that framework on metacognition and higher order thinking during everyday problem-solving situations that required teams of students to produce complex solutions in approximately 1-2…