AN ANALYSIS OF THE COMPONENTS OF METACOGNITION IN MATHEMATICAL KNOWLEDGE CONSTRUCTION

DOI: 10.18173/2354-1075.2026-0015

Abstract

Metacognition plays a critical role in guiding, regulating, and monitoring teaching and learning processes. Despite its acknowledged importance, research focusing on metacognition in the process of knowledge construction remains relatively limited, partly due to the diversity of conceptualizations and the challenges associated with measuring metacognition. This study aims to analyze and clarify the metacognitive components inherent in the construction of mathematical knowledge. Adopting qualitative research, the study synthesizes relevant literature and incorporates classroom observations of constructivistoriented mathematics instruction at the primary level. The collected data were analyzed to identify students’ metacognitive manifestations during the construction of mathematical knowledge. Based on these findings, the study proposes a framework of metacognitive components in mathematical knowledge construction, comprising metacognitive knowledge and metacognitive strategies. These components are illustrated through a constructivist teaching situation involving the derivation of the area formula for a trapezoid in Grade 5.