UNVEILING STRATEGIES: FOSTERING METACOGNITION IN PRIMARY SCHOOL PUPILS’ LEARNING OF FRACTIONS

Abstract

Understanding the complexities of pupils’ cognitive processes when dealing with fractions is crucial. When this process necessitates the cultivation of learners' metacognition (awareness of their own thinking processes), the challenge intensifies. Consequently, this study aims to address the existing research gap by investigating the extent to which teachers contribute to the development of pupils’ metacognition in learning fractions. To conduct this investigation, a qualitative approach was employed, utilising data collected through interviews and subjected to thematic analysis. Six primary school teachers from Malaysia volunteered to participate, offering valuable insights into the pedagogical aspects of teaching mathematics, with a focus on fractions. The data collection procedure and instrumentation were strictly adhered to with ethical approval. Thematic analyses were conducted to discover appropriate and relevant strategies for promoting metacognition abilities across three dimensions: (1) Task: Teachers used visualisation to help pupils understand essential information. They also improved tracking progress using note-taking. (2) Strategy: Teachers actively monitored pupils' appropriate use of approaches and raised awareness of mistakes made in working out fractional problems; (3) Person or Individual: Teachers engaged pupils by providing ample opportunities for individualised learning. This study emphasises the importance of fostering learning opportunities among primary school pupils in mathematics teaching and learning. Consequently, teachers are urged to recognise the importance of creating multiple opportunities to engage pupils and build their confidence, thereby enhancing their metacognition.