Maths, active learning and metacognition

An interesting article about a new book which explains how we learn to learn, and how to teach students how to think: “Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies”.

“College professors often point out that their students never learnt how to learn. Derek Cabrera was surprised to find that even the “cream of the crop of our education system” was not good at dealing with novel problems in unstructured assignments. As PISA shows, across OECD countries, about one in five students is able to solve only straightforward problems – if any – provided that they refer to familiar situations. Too often, we teach students what to think but not how to think.

Yet, there is an engine we can use for that and it is called metacognition, which means “thinking about your thinking”, and regulating it. Metacognitive pedagogies improve academic achievement: content knowledge and understanding, and the ability to handle routine and unfamiliar problems. And they also boost affective outcomes, reducing anxiety and improving motivation. Struggling students greatly benefit from these pedagogies, but not at the expense of higher achievers.

Metacognition is about taking ownership of your learning and maximising it. “It turns you from being a consumer of learning to being a researcher, a co-producer, an explorer and that’s a much more exciting, exhilarating world. You discover how to learn better” Stephen Heppell argues. He also points out that metacognition makes students “do 20% better – you get an extra Friday every week”.”

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