Preface

Metacognition and learning have a positive association because "thinking about thinking and knowing about knowing" are empowering processes for successful learning. Knowing how your brain captures information and how your thinking processes work provides you with pedagogical tools for mediating your own learning. Successful teaching can only be determined by learners' interpretation of knowledge provided and how it is received. Learning is an important process for cognitive growth, hence this book brings diverse strategies of developing metacognitive skills at different levels of learning. The contributions come from different backgrounds (economically and geographically) and different academic fields.

Literature on metacognition clearly indicates the strength of metacognitive skills in developing independent responsible learners. Such learners become creative learners who are not limited by provided instruction but go beyond, questioning and challenging provided knowledge. With such a calibre of learners, more inventors, creators of ideas, and problem solvers will emerge. Our contribution in this book provides diverse strategies at all levels of learning in different fields to promote successful learning experiences.

Educators at different levels of education should read and use this book as it provides strategies for developing and nurturing metacognitive skills. It also exposes readers to internal abilities that students have that can be developed further. The book is divided into two sections: (1) Strategies to nurture metacognition, and (2) Intrinsic metacognition enablers.

Under the first section which is "Strategies to nurture metacognition", there are five chapters.

**Chapter 1** "Listener Background in L2 Speech Evaluation" discusses strategies used in training listeners of second language students of English to eliminate their biases against L2 speech. Literature articulates how accents, pronunciations, and other linguistic factors of speakers of L2 are judged and used against them in the learning processes. Hence this chapter promotes the training of listeners first with the aim of eliminating their biases for successful oral presentation and engagement of L2 speakers also developing their metacognitive skills on listening.

**Chapter 2** "Teaching with and for Metacognition in Disciplinary Discussions" deliberates on the strategic observation and reflection of the SOAR teaching framework's influence in teaching with and for metacognition. The framework is argued to enhance teaching as well as improve learning. The chapter presents detailed components of the framework using classroom-based strategies as well as scenarios to unpack how the framework operates and its benefits for developing metacognition.

**Chapter 3** "Mathematics Dictionary: Enhancing Students' Geometrical Vocabulary and Terminology" explores how dictionary and polygon pieces encouraged inquiry-based learning that later support learning of geometry and develop independent learning strategies for students. The findings indicate that students

**II**

**Chapter 8 107**

**Chapter 9 123**

**Chapter 10 137**

Redcay's STEM-oscope Model: Connecting STEM Education, Social Robots,

Multilateral Relationship between Information Literacy, Self-Concept

Understanding in Action: An Analysis of Its Levels and Qualities

and Metacognitive Ability

*by Aldo Ocampo González*

and Metacognition *by Jessica D. Redcay*

*by Oluwole O. Durodolu and Joseph M. Ngoaketsi*

moved from being passive to actively participating, and independent information seeking learners.

metacognitive thinking, hence the association. The findings show that metacogni-

**Nosisi Nellie Feza**

Professor in Mathematics Education, Central University of Technology, Bloemfontein, South Africa

**Chapter 5** "Understanding in Action an Analysis of Its Levels and Qualities" examines the multiple roles of understanding by unfolding the levels and quality of understanding. Research argues that understanding includes in-depth knowledge that can be used to solve and create new problems. Understanding goes beyond what is taught, enabling challenging thoughts and asking difficult questions to see

tive thinking is associated with solving STEM problems.

if the knowledge possessed can stretch beyond lived experiences.

**Chapter 4** "Using Problem-Solving as a Method for the Development of Self-Regulation of Learning with Adolescents: An Experience Report" presents an analysis of the strategy used in mediating adolescents compared to problem solving with the aim of discovering a method that develops independent learning. The chapter employs Robert Sternberg's theory of problem solving together with Barry Zimmerman's concept of self-regulation. The findings reveal that problem solving has the potential to develop independent learning skills.

**Chapter 5** "Drawings as Diagnostic Cues for Metacomprehension Judgment" discusses the accuracy of metacognitive monitoring for improved learning through drawings. It also discusses the procedures used to identify the cues. Literature argues for the importance of metacognitive monitoring and regulation of behaviour. Metacognitive monitoring is described as an activity that allows an individual to understand his/her own abilities to regulate behaviour for successful learning. Therefore, monitoring metacognition enhances one's ability to acquire new knowledge. Research reveals that cues enhance accuracy in metacognitive monitoring. However, highly diagnostic cues have not been determined, hence this chapter's discussion and exploration of drawings as cues.

The second section of this book is about "intrinsic metacognition enablers" and is composed of five chapters.

**Chapter 1** "Self-Regulation in Early Years of Learning Mathematics: Grade R Observed Self-Efficacy Skills Shared and Aligned" empirically demonstrates how the Piagetian perspective on autonomy cited from Kamii and DeClark innate to young children carries in itself self-regulating skills that could be nurtured into metacognition. Maintaining this autonomy and extending it will create young learners who are continuously curious to learn and therefore seek ways of making sure they attain new ideas in new settings.

**Chapter 2** "Generating Internal Motivation through Mobile Application Technology" investigates how mobile technology can be utilized to enhance intrinsic motivation and improve student's performance. Technology has become an everyday tool, even in developing countries, smart /mobile phones are prevalent. This chapter examines how these mobile devices can enhance both motivation and performance since students' curiosity is skewed towards their mobile devices. The findings of this exploration reveal increased motivation and performance amongst students.

**Chapter 3** "Multilateral Relationship between Information Literacy, Self-Concept and Metacognitive Ability" reports an investigation of a number of competencies such as: information literacy, metacognitive abilities, and the self-concept. The importance of these capabilities has been highlighted by the literature as competencies that nurture self-esteem and self-regulation. Hence this chapter focuses on triangulating these three proficiencies, addressing literature limitations.

**Chapter 4** "Redcay's STEM-oscope Model: Connecting STEM Education, Social Robots, and Metacognition" utilises STEM challenges to investigate links between STEM and social robots with metacognition. This qualitative exploration is situated within the literature that argues that STEM education is associated with metacognition. The literature asserts that STEM challenges stimulate students' curiosity, and

metacognitive thinking, hence the association. The findings show that metacognitive thinking is associated with solving STEM problems.

**Chapter 5** "Understanding in Action an Analysis of Its Levels and Qualities" examines the multiple roles of understanding by unfolding the levels and quality of understanding. Research argues that understanding includes in-depth knowledge that can be used to solve and create new problems. Understanding goes beyond what is taught, enabling challenging thoughts and asking difficult questions to see if the knowledge possessed can stretch beyond lived experiences.

**IV**

moved from being passive to actively participating, and independent information

**Chapter 4** "Using Problem-Solving as a Method for the Development of Self-Regulation of Learning with Adolescents: An Experience Report" presents an analysis of the strategy used in mediating adolescents compared to problem solving with the aim of discovering a method that develops independent learning. The chapter employs Robert Sternberg's theory of problem solving together with Barry Zimmerman's concept of self-regulation. The findings reveal that problem solving

**Chapter 5** "Drawings as Diagnostic Cues for Metacomprehension Judgment" discusses the accuracy of metacognitive monitoring for improved learning through drawings. It also discusses the procedures used to identify the cues. Literature argues for the importance of metacognitive monitoring and regulation of behaviour. Metacognitive monitoring is described as an activity that allows an individual to understand his/her own abilities to regulate behaviour for successful learning. Therefore, monitoring metacognition enhances one's ability to acquire new knowledge. Research reveals that cues enhance accuracy in metacognitive monitoring. However, highly diagnostic cues have not been determined, hence this chapter's

The second section of this book is about "intrinsic metacognition enablers" and is

**Chapter 1** "Self-Regulation in Early Years of Learning Mathematics: Grade R Observed Self-Efficacy Skills Shared and Aligned" empirically demonstrates how the Piagetian perspective on autonomy cited from Kamii and DeClark innate to young children carries in itself self-regulating skills that could be nurtured into metacognition. Maintaining this autonomy and extending it will create young learners who are continuously curious to learn and therefore seek ways of making

**Chapter 2** "Generating Internal Motivation through Mobile Application

exploration reveal increased motivation and performance amongst students.

**Chapter 3** "Multilateral Relationship between Information Literacy, Self-Concept and Metacognitive Ability" reports an investigation of a number of competencies such as: information literacy, metacognitive abilities, and the self-concept. The importance of these capabilities has been highlighted by the literature as competencies that nurture self-esteem and self-regulation. Hence this chapter focuses on triangulating these three proficiencies, addressing literature limitations.

**Chapter 4** "Redcay's STEM-oscope Model: Connecting STEM Education, Social Robots, and Metacognition" utilises STEM challenges to investigate links between STEM and social robots with metacognition. This qualitative exploration is situated within the literature that argues that STEM education is associated with metacognition. The literature asserts that STEM challenges stimulate students' curiosity, and

Technology" investigates how mobile technology can be utilized to enhance intrinsic motivation and improve student's performance. Technology has become an everyday tool, even in developing countries, smart /mobile phones are prevalent. This chapter examines how these mobile devices can enhance both motivation and performance since students' curiosity is skewed towards their mobile devices. The findings of this

has the potential to develop independent learning skills.

discussion and exploration of drawings as cues.

sure they attain new ideas in new settings.

composed of five chapters.

seeking learners.

**Nosisi Nellie Feza** Professor in Mathematics Education, Central University of Technology, Bloemfontein, South Africa

**1**

Section 1

Strategies to Enhance

Metacognition

Section 1
