Connecting metacognition and mathematical proficiency: a case study of South African matriculants

Abstract

This dissertation investigated the possible connection between the two constructs of metacognition and the strands of mathematical proficiency. Using a small convenience sample of Grade 12 learners at a public all-girls high school in Johannesburg, South Africa, the teacher/researcher examined if training in metacognitive knowledge influenced the learners’ conceptual understanding, procedural fluency, strategic competence and heuristic strategy use. Two instruments (pre-test and post-test) developed by the researcher and completed by the students were on-line assessments of metacognition utilising written self-reports of strategy use that occurred simultaneously with mathematical problem solving. Qualitative analyses were applied to the data and learners demonstrated declarative, procedural and conditional metacognitive knowledge in their explicit heuristic and content-specific strategies. The learners also demonstrated strategies which could be inferred from their working. The study showed evidence of mixed transferability of metacognitive training to mathematical proficiency. Questions for further research are provided.