ABSTRACT
Metacognition in mathematics has been reviewed four times, showing very positive outcomes. There was a big effect on algebraic reasoning across a wide age range. Development in metacognitive skills was found to vary according to the measurement tool used, with offline questionnaires doing least well. Metacognition correlated modestly with mathematics performance in adolescence. Combined cooperative learning and metacognitive training had the most powerful effects. Metacognitive training had effects even in stressful examination contexts. Metacognitive training left students more able to deal with inconsistent word problems. Metacognitive skills account for about 40% of the variance in mathematics performance for secondary school students.
