Research School Network: Metacognition and Self-regulation Booklets – Maths A series designed in collaboration with the University of Lincoln

This is the third in the series of 5 booklets that will look at how the seven-step model from the metacognition and self-regulation guidance report is used as a ​‘scaffolding framework, that deliberately shifts the responsibility from the teacher to the pupil’ to model independence for students.

This booklet looks at:

• The definition of metacognition and self-regulation
• What the research says about metacognition in maths
• How might students develop self-regulation and metacognition in their learning
• What this might look like in the classroom
• Knowledge of the strategy and the seven-step model
• Misconceptions when teaching maths instruction in the classroom
• What kind of teacher development supports comprehension strategies
• Reflections and some useful wider reading

Share this booklet with colleagues and follow us on X @KyraResearch, so you don’t miss out on our next one on science instruction. This booklet comes out in conjunction with the EEF’s new Improving Primary Science guidance report and links directly to one of the recommendations.