Metacognitive Skills of Pupils in Primary Mathematics Education
Abstract
In educational theory and research, metacognition is increasingly seen as an important predictor of successful learning – it is the key to learning and academic achievement. The study investigates "off-line" metacognition (i.e. the level of prediction and the level of self-evaluation) in relation to the solving of mathematical problems by primary school pupils. The research was carried out on a group of 311 pupils of 16 classes of primary schools. We used the test consisting of five tasks, which also included questions aimed at finding out the level of pupils' prediction and their level of self-evaluation. We processed the obtained data with the intentions of a quantitative methodological approach. It follows from the research findings that students who were successful in solving the tasks achieved a higher level of prediction and self-assessment than students who were not successful.
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