Research School Network: Making Thinking Visible: Metacognition and Problem Solving in Primary Maths Our ELE, Rob Strang, draws on his maths expertise to show us how the subject marries with metacognitive learning strategies

Why do pupils get stuck?

It’s a familiar moment: a pupil confidently completes a page of standalone calculations but pauses when faced with a problem. The numbers are the same, yet the thinking isn’t. This is where problem solving lives, and where metacognition can make a crucial difference. Drawing on the EEF’s Metacognition and Self-Regulated Learning Guidance Report (EEF, 2025), alongside recommendations from Improving Mathematics in Key Stages 2 and 3(EEF, 2022) and insights from the NCETM (NCETM, 2018), we can better support pupils to become confident mathematical thinkers, not just ​“doers”.

Metacognition: more than a buzzword

Metacognition involves pupils planning, monitoring, and evaluating their thinking. In maths, this translates into questions like:

1. What is this problem asking me?

2. What strategy might work here?

3. Does my answer make sense?

The EEF emphasises that these processes should be explicitly taught, not left to chance (EEF, 2025, p.13). When teachers model their thinking aloud; ​“I’m noticing this is a comparison problem, so I might…”, they make the invisible, visible. (EEF, 2025, p. 21).

Problem Solving in the Primary Classroom

The EEF’s Maths guidance reports highlight that pupils need regular opportunities to apply their knowledge in unfamiliar contexts (EEF, 2022, p.6). Problem solving is not an ​“extra”, it is central to mathematical understanding. NCETM echoes this through its focus on mathematical reasoning and representation, suggesting pupils should:use manipulatives and diagrams to make sense of problems; talk through their thinking with peers; explore multiple strategies rather than seeking one correct method. (NCETM, 2018). Together, these approaches reduce cognitive overload and support deeper understanding, particularly for pupils who may struggle (EEF, 2025, p.1).

Bringing It to Life: Classroom Practice

1. Plan: Slow down at the start

Before diving in, prompt pupils to pause and reflect on what they already know, as well as what they need to find out. In so doing, they should use scaffolds such as bar models or sentence stems to support thinking. (EEF, 2022, p.20).

2. Monitor: Check in during problem solving

Encourage pupils to ask themselves if their strategy is working or whether they should try something else. Structured pair talk can be powerful here, helping pupils articulate and refine their reasoning (EEF, 2025, p.29).

3. Evaluate: Reflect on the outcome

After solving the problem, pupils should ask themselves if their answer makes sense, and alternatively if they could solve it in another way. This reflection builds resilience and flexibility, key habits for successful mathematicians (EEF, 2025, p.31).

Supporting All Learners

A key principle across EEF guidance is that these strategies are particularly beneficial for disadvantaged pupils but they benefit everyone (EEF, 2025, p.1). Rather than simplifying the maths, we scaffold the thinking by: providing worked examples with metacognitive commentary (EEF, 2022, pp. 28 – 30); gradually removing support (guided → independent practice) (EEF, 2021, pp. 29 – 38); and creating a classroom culture where struggle is part of learning (EEF, 2022, p. 26).

A Culture of Thinking

Embedding problem-solving through metacognition isn’t about adding more, it’s about teaching differently. It’s about valuing process over speed, reasoning over answers, and independence over imitation (NCETM, 2018).

Closing Thought

If we want pupils to become confident problem-solvers, we must teach them how to think, not just what to do. By weaving together the EEF’s evidence-informed guidance and NCETM principles, we can create classrooms where every child has the tools to tackle mathematical challenges with confidence.

Next Steps

1. Explore the EEF guidance reports on metacognition and primary maths

2. Trial think-aloud modelling in your next lesson

3. Reflect: where are pupils doing maths, and where are they thinking maths?

Small shifts in practice can lead to big changes in how pupils approach problems.

Bibliography

Education Endowment Foundation (EEF) (2022) Improving Mathematics in Key Stages 2 and 3. London: EEF.

Education Endowment Foundation (EEF) (2025) Metacognition and Self-Regulated Learning: Guidance Report. London: EEF.

National Centre for Excellence in the Teaching of Mathematics (NCETM) (2018) Teaching for Mastery. Available at: https://www.ncetm.org.uk (Accessed: 25 June 2026).