Enhancing mathematical problem solving through metacognitive strategy implementation: A mixed methods investigation in Matale education zone

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.