Abstract:
The development of conceptual understanding of mathematics is challenging in many developing
countries in their mathematics education. There are few opportunities in Sri Lankan classrooms
to develop reflective thinking and self-regulated learning in Sri Lankan junior secondary
schools. The Sri Lankan education system mainly focuses on rote memorisation and procedural
tasks. This study focused on the impact of metacognitive strategies on the development of
mathematical problem-solving. The study sample consisted of 91 junior secondary students purposively
selected from Matale District. The interventions employed activities that encouraged
understanding, strategic planning, collaborative learning, and reflective thinking to gradually
develop planning, monitoring, and evaluation abilities. This study used a mixed-methods approach
with a one-group pre-test-post-test design. Classroom observations and semi-structured
interviews were employed as qualitative data collection tools, while pre-tests, post-tests, and
metacognitive mathematical activities were used as quantitative data collection tools. The mean
mark increased from 53.71 to 67.20 between the pre-test and post-test, approximately demonstrating
a 25% improvement, and the standard deviation decreased from 24.52 to 20.13. The
most significant changes were seen in information management strategies, planning, and evaluation,
with substantial improvements in all metacognitive domains. The identified themes
through qualitative analysis were improved metacognitive awareness, increased collaborative
involvement in mathematical problem-solving, enhanced confidence in solving mathematical
problems, and increased motivation to solve mathematical problems. These factors hinder the
generalisability of findings, leaving unanswered questions about long-term metacognitive skills.
Future research can focus on conducting longitudinal studies to enhance mathematical problemsolving
through meta-cognitive strategies, as well as on applying these strategies across different
grades and subjects. Additionally, it can investigate technologically enhanced interventions
to scaffold learning for low-achieving students.
