Research School Network: How does modelling of a learned strategy lead to confidence and independence in young mathematicians? Katie Foster, shares her school’s approach to using the seven-step model to utilise metacognition within mathematics.

Last year, we worked with Katie Foster to develop a Clips from the Classroom focused on her practice in the classroom. In this blog, Katie unpicks this further. A link to the Clip is here.

As a teacher, I am keen to instil passion and drive in children so that they are able to feel confident and independent when tackling a range of mathematical problems. I want my pupils to show resilience, but wondered how I could achieve this successfully.


In order to develop independence and motivation, I found that modelling the task effectively and explicitly teaching the children how to have a positive attitude towards challenging tasks was reaping rewards. The ​‘Seven-step model’ from the EEF Metacognition and Self-regulated Learning Guidance report offered me a useful framework to support my thinking. Part of this process is modelling strategies, which is a live step included in teachers’ inputs to highlight the key learning. Using this step not only shows the thought process behind approaching problems but also provides an opportunity to model positive attitudes, confidence and motivation towards maths.


​“Learners solve mathematical problems better when they regulate their thinking through monitoring and reflecting.” (Woodward et al., 2012).


Metacognition includes ​“monitoring and control of thought” (Martinez, 2006). As I model, I think aloud my process, thoughts and decisions. This exposes the children to the range of different strategies that can be used to apply their knowledge independently. Ensuring that this process is followed through means that I do not make assumptions about children’s ability to understand the why and how to answer a question. Therefore, directing their attention to the specific thought processes behind each task leads them to confidently make connections within their own learning.


How do I ensure that the modelling phase is focused and purposeful?


Planning the modelling stage allows me to think carefully about what the children need to know within that specific area of the curriculum to then access a range of fluency, reasoning and problem solving questions aligned with the objective. The EEF have used extensive evidence to prove that metacognition has very high impact at a very low cost. They state that this process is most effective when applied to challenging tasks that link directly to the curriculum content. That is why I choose the questions carefully for this stage, because I know it is crucial.


To conclude, explicit teaching of the modelling phase, purposefully explaining and planning my own thinking and providing opportunities to show drive in mathematics has enabled the children in my class to flourish independently.

You can watch Katie’s ​‘Clips from the Classroom’ video, to see her modelling a strategy to her class here.

Further reading:

Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K.R. and Ogbuehi, P., 2012. Improving Mathematical Problem Solving in Grades 4 through 8. IES Practice Guide. NCEE 2012 – 4055. What Works Clearinghouse.

Martinez, M.E., 2006. What is metacognition?. Phi delta kappan, 87(9), pp.696 – 699.