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Mathematics Educators

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    $\begingroup$ Metacognition can be faux-destructive when it inhibits movement toward goals... by seeing/declaring those goals as silly or stupid. (Teenagers routinely do this by implicity imposing the criterion of whether a given thing is connected to sex, drugs, or rock-'n'-roll, for example.) This can indeed create awkwardnesses in routine, cookbook math courses, for the obvious reasons... similarly in some of the "requirements" in the beginning of grad school. But, in fact, I claim "metacognition" is (eventually) mathematical methodology... self-management? Very mundane, after all? $\endgroup$
    – paul garrett
    Commented Apr 29, 2016 at 22:19
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    $\begingroup$ I perform metacognition all the time, and I see many piers getting some intuitive/philosophical advice on how to "think". I think metacognition is fine for higher-level math students (students above their grade level) but possibly a bad thing for students at or below their grade level. Those students I will often find more doubtful of their abilities. $\endgroup$
    – Simply Beautiful Art
    Commented May 3, 2016 at 0:42
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    $\begingroup$ It is certainly difficult to find counter-examples in literature. However, meta-cognitive strategies are well-known to have an effect size of 0.5 or higher (0.72 for "reciprocal teaching" according to John Hattie). This is well within the threshold of "must-do" teaching methods - i.e. you will see more positive outcomes if you look for ways to apply meta-cognition strategies rather than looking for places that it shouldn't be applied. $\endgroup$
    – Marian Minar
    Commented Jun 22, 2016 at 14:58
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    $\begingroup$ Perhaps related or at least interesting: flavorsandseasons.wordpress.com/about, the Flavors and Seasons project about the experential aspects of doing mathematics. $\endgroup$
    – J W
    Commented Aug 11, 2016 at 19:27
  • $\begingroup$ Possibly relevant post: matheducators.stackexchange.com/questions/7745/… $\endgroup$
    – kcrisman
    Commented Mar 11, 2019 at 13:57