Original Research

Metacognitive strategies in the teaching and learning of mathematics

Stephan du Toit, Gary Kotze
Pythagoras | Issue 70 | a39 | DOI: https://doi.org/10.4102/pythagoras.v0i70.39 | © 2009 Stephan du Toit, Gary Kotze | This work is licensed under CC Attribution 4.0
Submitted: 01 September 2009 | Published: 01 September 2009

About the author(s)

Stephan du Toit, Faculty of Education, University of the Free  State, South Africa
Gary Kotze, Faculty of Education, University of the Free State , South Africa

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Abstract

The broad aim of this study was to investigate the use of metacognitive strategies by Grade 11 mathematics learners and their teachers. Two objectives were stated: To investigate which metacognitive strategies Grade 11 mathematics learners and mathematics teachers can employ to enhance metacognition among learners, and to investigate the extent to which Grade 11 mathematics learners and teachers use metacognitive strategies. Questionnaires were used to obtain quantitative data about the use of metacognitive strategies by learners and teachers. The findings indicate that planning strategy and evaluating the way of thinking and acting were used most by bothteachers and learners. Journal–keeping and thinking aloud were used least by teachers and learners.

Keywords

metacognition;

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