ABSTRACT
This chapter presents the measurement results of metacognitive outcomes in mathematics. Overall, children taught by master mathematics teachers have achieved a relatively higher mean scores in mathematical metacognition, in comparison with existing findings from either culturally similar or different data. Girls perform significantly better than boys (t(3022) = 3.42, p < 0.001, d = 0.13); upper graders do better than lower graders, suggesting a developmental trend across age groups. Multilevel modelling results indicate that 12% of variance in metacognitive outcomes is located at the teacher level. With age, gender and SES as control variables, student-perceived teaching engagement explains 40% of variance in their metacognitive competence. With the same variables controlled for, multilevel structural equation modelling shows the significant mediation of student-perceived teaching engagement on the relationship between metacognitively oriented teaching (ISTOF5) and metacognitive outcomes.
