Volume : 6, Issue : 4, April - 2017

METACOGNITION-INTERNAL CONDITION OF LEARNING SCHOOL MATHEMATICS

Daniela Caprioara

Abstract :

<p>&nbsp;<b><span lang="RO" style="font-size: 10pt; line-height: 115%; font-family: &quot;Times New Roman&quot;, serif;">Learning mathematics in school takes place in a field of factors both external and internal for the subject, which determine the success of the process. Among internal conditions, metacognition (self-knowledge, self-organization, self-regulation and self-control of cognitive processes and mechanisms involved in learning mathematics) is a necessary condition, but obviously not sufficient. Mobilizing and exploiting these resources is part of the knowledge gained in school and forms the basis of long life learning for every field of knowledge. School practices and specialized studies prove that relatively few middle school students, after eight years of studying mathematics in school, use metacognitive strategies in this process. This has negative repercussions both on the level of understanding, and the status of motivation in the learning of mathematics</span></b></p>