ISSN: 2226-6348
Open access
The ability to be aware and monitor one's cognitive progress proven to be very beneficial especially when students attempt to solve mathematical problems. In the absence of these skills, an individual will not properly plan, sequence, and monitor their learning. Therefore, this study was conducted to understand students' metacognition when they approach mathematical problems by reviewing past literature systematically within the study context. This review was conducted by gathering literature published from the year 2017 to 2020 recently from two known databases that are ERIC and Scopus. Final screening provides this study with a total of 31 articles, which has been chosen based on the inclusion and exclusion criteria set by this study. Findings from the review of this study identified characteristics of mathematics problem, integrated learning, class activities, integrating software during mathematics problem-solving, students' factor, teacher and supplementary elements as the factors influencing the students' metacognition. Consequently, the students and their teachers were found to be the source of the challenges faced by students as they employ metacognition. Hence, metacognition can be improved and nurtured as the challenges are addressed to let students reap the benefits that contribute to the progress in solving a mathematical problem.
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In-Text Citation: (William & Maat, 2020)
To Cite this Article: William, S. K., & Maat, S. M. (2020). Understanding Students’ Metacognition in Mathematics Problem Solving: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 9(3), 115–127.
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