Development of a New Teaching Model to Promote the Development of Second Graders' Metacognitive Monitoring

Ma Yuehuan, Ying Zhou


This paper is an empirical one."Learning to think" is the motivation system for students to "learn mathematics well", is a kind of inner stable cognitive psychological quality, and is the "engine" for the cultivation of innovative consciousness. Guiding students to learn to think plays an important role in mathematics teaching. However, students often do not understand the connection between mathematical knowledge and real life, and do not understand how to use mathematical knowledge to solve problems. In order to let students learn to think, the researchers designed a teaching model composed of "FROM-WHAT-WITH-HOW-CHANGE-HAVE" based on the concept of metacognitive monitoring. This is a new teaching method that uses a set of closely connected problems chains to guide students in solving problems and feel the charm of mathematical knowledge. At the same time, Thirty second grade students from a primary school in Yulin, Guangxi, were selected as the research object. The lesson "designing the best route to visit the zoo" was taken as an example to inspire second grade students to think and answer through the teaching experiment. Through experiments, students’ problem-solving and reflective abilities have been greatly improved. It shows that guiding students to think through real questions can improve students learning ability. In the process of mathematics learning, we must focus on real problems and guide students to think deeply.


metacognitive monitoring; problem chain; real problem; teaching model

Full Text:



Aliyah, H., Kusmayadi, T. A., & Fitriana, L. (2020). Students’ mathematical communication skills of the straight line equation based on gender in junior high school. Journal of Physics: Conference Series, 1538(1).

Çekmez, E. (2020). What generalizations do students achieve with respect to trigonometric functions in the transition from angles in degrees to real numbers? Journal of Mathematical Behavior, 58(April 2019), 1–15.

Claessens, L., van Tartwijk, J., Pennings, H., van der Want, A., Verloop, N., den Brok, P., & Wubbels, T. (2016). Beginning and experienced secondary school teachers’ self- and student schema in positive and problematic teacher-student relationships. Teaching and Teacher Education, 55, 88–99.

Djamahar, R., Ristanto, R. H., Erlin, E., & Fitriani, A. (2019). Individuals development of the metacognitive thinking skills on solving math word problems Individuals development of the metacognitive thinking skills on solving math word problems. Journal of Physics.

Fessakis, G., Karta, P., & Kozas, K. (2018). The Math Trail as a Learning Activity Model for M-Learning Enhanced Realistic Mathematics Education: A Case Study in Primary Education. Advances in Intelligent Systems and Computing, 715, 323–332.

Isaacson, R. M., & Fujita, F. (2006). Metacognitive Knowledge Monitoring and Self-Regulated Learning : Academic Success and Reflections on Learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39–55.

Kim, S. (2018). Technological, Pedagogical, and Content Knowledge (TPACK) and Beliefs of Preservice Secondary Mathematics Teachers: Examining the Relationships. EURASIA Journal of Mathematics, Science and Technology Education, 14(10).

Kusumaningsih, W., Darhim, Herman, T., & Turmudi. (2018). Improvement algebraic thinking ability using multiple representation strategy on realistic mathematics education. Journal on Mathematics Education, 9(2), 281–290.

Pachemska, S., Atanasova-Pachemska, T., Iliev, D., & Seweryn-Kuzmanovska, M. (2014). Analyses of Student’s Achievement Depending on Math Teaching Methods. Procedia - Social and Behavioral Sciences, 116, 4035–4039.

Pesout, O., & Nietfeld, J. L. (2021). How creative am I ?: Examining judgments and predictors of creative performance. Thinking Skills and Creativity, 40(February), 100836.

Sanjaya, F., Dewa Putu, W. P., Julie, H., Anggoro, A. Y., & Rudhito, M. A. (2019). The mathematics education department students’ ability in mathematical literacy for uncertainty problems on PISA adaptation test. Journal of Physics: Conference Series, 1366(1).

Star, J. R., Foegen, A., Larson, M. R., McCallum, W. G., Porath, J., Zbiek, R. M., Caronongan, P., Furgeson, J., Keating, B., & Lyskawa, J. (2015). Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. Educator’s Practice Guide. What Works Clearinghouse.... NCEE 2015-4010. What Works Clearinghouse.

Suzanne. (2015). Students’ understanding of quadratic functions: Learning from students’ voices. Dissertation Abstracts International Section A: Humanities and Social Sciences, 76(4-A(E)), No-Specified.

Syukri, A., Marzal, J., & Muhaimin, M. (2020). Constructivism-Based Mathematics Learning Multimedia to Improve Students’ Mathematical Communication Skills. Indonesian Journal of Science and Mathematics Education, 3(2), 117–132.

ter Beek, M., Opdenakker, M. C., Spijkerboer, A. W., Brummer, L., Ozinga, H. W., & Strijbos, J. W. (2019). Scaffolding expository history text reading: Effects on adolescents’ comprehension, self-regulation, and motivation. Learning and Individual Differences, 74(June), 101749.

Williamson, G. (2015). Self-regulated learning : an overview of metacognition , motivation and behaviour. Journal of Initial Teacher Inquiry, 1. 25-27.

Yao, X., & Manouchehri, A. (2019). Middle school students’ generalizations about properties of geometric transformations in a dynamic geometry environment. Journal of Mathematical Behavior, 55(April), 100703.



  • There are currently no refbacks.

Journal Of Teching And Learning In Elementary Education (JTLEE)
Department of Elementary Education
Faculty of Teacher Training and Education,
Universitas of Riau
Kampus Bina Widya Km 12,5 Simpang Baru
Pekanbaru 28293 – Indonesia

Journal Of Teaching And Learning In Elementary Education (JTLEE) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.