Mathematics and metacognition. What is the nature of the relationship?

A metacognitive perspective assumes there to be a close relation between areas of learning skills and metacognitive monitoring processes. This relation has been emphasised many times for areas such as memory and reading, but comparatively little systematic evidence has been gathered for mathematics. In order to assess this latter aspect, this research has examined the success level in a standardised mathematical test and the awarenesses regarding the control processes (prediction, planning, monitoring, and evaluation) during the execution of the test of 397 thirdgrade and 394 fourth-grade children. Analysis of the results showed that the numerical and geometrical problem-solving abilities are most strongly related to metacognitive capabilities. In arithmetic, this relation is clearly present only for third-graders.