Abstract:
South African learners' insufficient achievement in mathematics is a source of
great concern. This is especially the case since mathematics is regarded as a vital life skill in
the postmodern, technologically sophisticated era. The concept "metacognition" is referred to both
directly and indirectly in the Critical Outcomes in Curriculum 2005 - after all, most of the
outcomes referred to imply that learners should be directed to reflect on their own thoughts. The
primary aim of this study was to investigate the possible value of metacognition for the learning of
mathematics. Both quantitative and qualitative research methods were implemented. The findings
indicate, inter alia, that the metacognitive strategies with regard to prediction, evaluation,
monitoring and reflection of learners in the research group are insufficient.
AFRIKAANS:Suid-Afrikaanse
leerders se ontoereikende wiskundeprestasie wek kommer. Dit is by uitstek die geval aangesien
wiskunde in die postmoderne, tegnologies-gesofistikeerde era as 'n onontbeerlike lewensvaardigheid
beskou word. Die konsep "metakognisie" is direk en indirek terug te vind in die Kritieke Uitkomste
in Kurrikulum 2005 - die meeste van die bepaalde uitkomste impliseer immers dat leerders begelei
behoort te word om oor hul eie denke na te dink. Die primêre doel van hierdie studie was om die
stand van metakognisie in wiskundeleer te ondersoek. Sowel kwantitatiewe as kwalitatiewe
navorsingsmetodes is gevolg. Daar is bevind dat die metakognitiewe strategieë rakende voorspelling,
evaluering, monitering en refleksie van die leerders in die ondersoekgroep moontlik ontoereikend is.
