An investigation regarding metacognition in the learning of mathematics in the senior phase

  • M. G. van der Walt Fakulteit Opvoedingswetenskappe, Noordwes-Universiteit
  • J. G. Maree Departement Kurrikulumstudies, Fakulteit Opvoedkunde, Universiteit van Pretoria
  • S. M. Ellis Statistiese Konsultasiediens, Potchefstroomkampus, Noordwes-Universiteit
DOI: https://doi.org/10.4102/satnt.v25i3.159

Abstract

South African learners’ insufficient achievement in mathematics is a source of great 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 Outcomes in Curriculum 2005 – after all, most of the outcomes referred to 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 for the learning of mathematics. Both quantitative and qualitative research methods were implemented. The findings indicate, inter alia, that the metacognitive strategies with regard to prediction, evaluation, monitoring and reflection of learners in the research group are insufficient.

Published
2006-09-22
How to Cite
van der Walt, M., Maree, J., & Ellis, S. (2006). An investigation regarding metacognition in the learning of mathematics in the senior phase. Suid-Afrikaans Tydskrif Vir Natuurwetenskap En Tegnologie / <i>South African Journal of Science and Technology</I&gt;, 25(3), 177-194. https://doi.org/10.4102/satnt.v25i3.159
Issue
Vol 25 No 3 (2006)
Section
Oorspronklike Navorsing
Copyright (c) 2006 M. G. van der Walt, J. G. Maree, S. M. Ellis