Original Research

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

M. G. van der Walt, J. G. Maree, S. M. Ellis
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 25, No 3 | a159 | DOI: https://doi.org/10.4102/satnt.v25i3.159 | © 2006 M. G. van der Walt, J. G. Maree, S. M. Ellis | This work is licensed under CC Attribution 4.0
Submitted: 22 September 2006 | Published: 22 September 2006

About the author(s)

M. G. van der Walt, Fakulteit Opvoedingswetenskappe, Noordwes-Universiteit, South Africa
J. G. Maree, Departement Kurrikulumstudies, Fakulteit Opvoedkunde, Universiteit van Pretoria, South Africa
S. M. Ellis, Statistiese Konsultasiediens, Potchefstroomkampus, Noordwes-Universiteit, South Africa

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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.


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