Research School Network: Metacognition and Maths – So What? Rachael Wilson, Deputy Director, Norwich Research School

“So what?” I ask myself constantly, as well as others wrestling with problems, decisions, and new information. Not always as bluntly as this, but questions that convey the meaning of ​“so what now? You’ve noticed/​learned/​read this, so what are you going to do with it?” The aim of this blog is to explore some ways of taking the evidence around teaching metacognitive strategies and applying them where it counts, (in this case, a Year 6 Mathematics classroom if you’ll forgive the pun.)

We teachers are expert walkers of the knowing-doing wire – challenged with taking knowledge of how to teach more effectively and convert meaningfully in the classroom to its true purpose – positive impact on learners. Then, hopefully, to find useful ways of supporting others to do the same.

We are bombarded with data daily. It is so amazingly easy to feel overwhelmed, to lose track, to perfectly understand one minute and to be completely focused on something else the next, even when great care has been taken to package and present ideas in such a way as to mitigate as much overload as possible. A useful way of cutting a channel through this mental clutter is to say to yourself: ​“So what?”

So.….What is metacognition?
As set out in the EEF Guidance Report on Metacognition and Self Regulated Learning, ​“On a very basic level, it’s about pupils’ ability to monitor, direct, and review their learning. Effective metacognitive strategies get learners to think about their own learning more explicitly.” Done well, the development of metacognition gradually develops pupils’ capacity to understand, articulate and manage their own learning.

So.….What do we know about the benefits of using Metacognition in the classroom?
Extensive meta-analysis undertaken by the EEF demonstrates that, used effectively, the teaching and use of metacognitive strategies in the classroom can boost learners’ progress by a whopping seven months, when used effectively. The Guidance report on Metacognition and Self-Regulated Learning states that effective use includes the explicit teaching, modelling, and intentional use of metacognitive strategies with pupils across the curriculum.

So.…What can I do with these recommendations?

Metacognition in Maths
Metacognitive strategies are very amenable to use in Maths, especially when used hand in hand with approaches that support oracy and talk in the classroom. There are strategies that link the two, such as TOLD and the ever-adaptable Number Talks as well as more general ideas such as sentence stems which can be used not only to help children to articulate their reasoning, but which can also be used in lessons to scaffold metacognitive reflection.

It is important to note that in both the Metacognition and Improving Mathematics in Key Stage 2 and 3 Guidance Reports, it is clear that these strategies need explicitly teaching (and, by implication, regular use) in order to be effective. Asking children ​“what worked?” ​“what was tricky?” and ​“what was your first step?” ​“What could you do if you are stuck?” links reasoning with reflection on learning and also the emotional experiences of learning, promoting resilience and emotional literacy and regulation, but may need appropriate answers scaffolded and modelled at least initially, and for some children, this scaffolding may need to stay in place for a significant time.

So.……What might this look like?
It is easy to initially see the abstract concept of metacognition as a major challenge, but it can also be viewed as a significant strength, as it can be leveraged in many ways and at any point in a lesson. It also complements other areas of teaching and learning, including cognitive load theory and memory, as well as fundamental concepts in Maths such as representation, generality and variation theory, to build and describe deep connections in different subject areas. The suggestions below demonstrate how metacognition weaves into many other areas of practice.

Here are some practical ideas that work as they are easy to set up and incorporate into habit:

So.….What can I do to find out more?

The EEF Guidance Report on Metacognition and Self Regulated Learning breaks down the different recommendations for supporting the teaching of these strategies. Additionally, there is a whole suite of Guidance reports on Primary Mathematics, both of which contain useful examples and exemplifications of how to use these strategies in combination with the best bets from extensive research into effective Mathematics teaching. Finally, it is crucial to bear in mind that the implementation of any strategy is where it will ultimately fly or fall, and that the use of metacognitive practices is best done through training into habit, and so should be planned for in a way that is carefully thought through and sustainable.