Teaching students cognitive strategies alone is not enough to ensure that those strategies will be implemented correctly or independently. This is especially the case for students with mathematics difficulties and disabilities, who tend to implement the same strategy for every problem, implement strategies without considering the problem type, or fail to use a strategy at all. If students are to be more successful, teachers should pair instruction on cognitive strategies with that of metacognitive strategies

strategies that enable students to become aware of how they think when solving mathematics problems. This combined strategy instruction teaches students how to consider the appropriateness of the problem-solving approach, make sure that all procedural steps are implemented, and check for accuracy or to confirm that their answers makes sense. More specifically, metacognitive strategies help students learn to:

1. Plan — Students decide how to approach the mathematical problem, first determining what the problem is asking and then selecting and implementing an appropriate strategy to solve it.

2. Monitor — As students solve a mathematical problem, they check to see whether their problem-solving approach is working. After completing the problem, they consider whether the answer makes sense.

3. Modify — If, as they work to solve a mathematical problem, students determine that their problem-solving approach is not working or that their answer is incorrect, they can adjust their approach.

Dear Radajurai,

Yes, metacognitive strategies improve mathematical problem solving, let alone other problems.

Literally speaking, metacognition is cognition about cognition. Through it we can see, for example, what procedures lead us to solve an intellectual, let alone, other problems.

As a psychologist, I know of many studies on the role of metacogntion in many domains of knoweledge. The USA psychologist John Flavell is a mandatory reference when we speak of metacogntion and metacognitive strategies,

KInd regards,

Orlando

https://www.researchgate.net/project/The-Impact-of-Metacognition-on-Students-Learning

Dear Radajurai,

Absolutely, metacognitive strategies improve mathematical problem solving and they have a special role in mathematics learning. Metacognitive strategie have to be improve from tender age.

For your interest our model of teaching and learning of mathematics.

Article MATHEMATICS TEACHING / LEARNING

DEFINITIVAMENTE AYUDA A REGULAR LOS PROCESOS

Teaching students cognitive strategies alone is not enough to ensure that those strategies will be implemented correctly or independently. This is especially the case for students with mathematics difficulties and disabilities, who tend to implement the same strategy for every problem, implement strategies without considering the problem type, or fail to use a strategy at all. If students are to be more successful, teachers should pair instruction on cognitive strategies with that of metacognitive strategies

strategies that enable students to become aware of how they think when solving mathematics problems. This combined strategy instruction teaches students how to consider the appropriateness of the problem-solving approach, make sure that all procedural steps are implemented, and check for accuracy or to confirm that their answers makes sense. More specifically, metacognitive strategies help students learn to:

1. Plan — Students decide how to approach the mathematical problem, first determining what the problem is asking and then selecting and implementing an appropriate strategy to solve it.

2. Monitor — As students solve a mathematical problem, they check to see whether their problem-solving approach is working. After completing the problem, they consider whether the answer makes sense.

3. Modify — If, as they work to solve a mathematical problem, students determine that their problem-solving approach is not working or that their answer is incorrect, they can adjust their approach.

Ibraheem Kadhom Faroun, Fausto Presutti , Orlando M Lourenço

Thank you for your support..

Ibraheem Kadhom Faroun is right on. I would add that when students solve word problems they typically get the answer and stop. Some may be asked to check to see if their answer makes sense (better). If you want students to become adept at exploring multiple strategies (especially when they have a history of doing procedural mathematics) they need to be given an opportunity to reflect on the work they did to self-assess the effectiveness and efficiency of the steps they went through.

A common quote attributed to John Dewey: "We do not learn from an experience … We learn from reflecting on an experience" (though their is some debate about it being an exact quote, the feeling/meaning is pure Dewey.)

ليس بالضروره

Andrew Derer thank you sir ..

You may look at Anderson's and Krathwohl's revision of Bloom's taxonomy, it's two-dimensions type. The first dimension is the taxonomy itself (six levels) and the second is type of knowledge (meta-cognitive is on of them) for concrete actions.

And, yes, these strategies are very important for problem solving in Maths.

Dijana Vučković thank you for support and valuable suggestions..

Read this paper

https://www.researchgate.net/publication/310463690_Metacognitive_Mathematics_Tutor_Mathematics_Tutoring_System_with_Metacognitive_Strategies?_sg=QlyZFvHZLADT4iwzpZ_TGWCcWJAiQEs5K2MgbM8Sg26gtKFVIKp7GtxW2bBFZqhB8c2UpmfranBEfA.d0YXxf4OlGjGini2MNpP-4-KDuCECdlV1HhvtueTCzKWf_QycF-a0pBCA76R_Nuvv1sK99hTk39bsuiL6_k-ew&_sgd%5Bnc%5D=2&_sgd%5Bncwor%5D=1