An Analysis of Students’ Learning in a Mathematics Classroom Where Metacognition is Emphasised

Abstract

This study tested the hypothesis that a greater emphasis on teaching practice that incorporates explicit instruction in metacognition and self-regulated learning strategies would result in students having a more positive disposition towards mathematics and a mastery-orientation towards learning. Bandura’s social cognitive theory and Zimmerman’s work on self-regulated learning provided a conceptual framework for examining affective variables including motivation, engagement, persistence, and beliefs. Data were collected from Year 9 mathematics students through both qualitative and quantitative methodologies, including surveys, interviews and observations and analysed through coding and Rasch analysis. Findings included the robustness of metacognition and susceptibility of self-efficacy to short-term influences.