, Volume 42, Issue 2, pp 149–161

Metacognition and mathematics education

Original Article

DOI: 10.1007/s11858-010-0240-2

Cite this article as:
Schneider, W. & Artelt, C. ZDM Mathematics Education (2010) 42: 149. doi:10.1007/s11858-010-0240-2


The role of metacognition in mathematics education is analyzed based on theoretical and empirical work from the last four decades. Starting with an overview on different definitions, conceptualizations and models of metacognition in general, the role of metacognition in education, particularly in mathematics education, is discussed. The article emphasizes the importance of metacognition in mathematics education, summarizing empirical evidence on the relationships between various aspects of metacognition and mathematics performance. As a main result of correlational studies, it can be shown that the impact of declarative metacognition on mathematics performance is substantial (sharing about 15–20% of common variance). Moreover, numerous intervention studies have demonstrated that “normal” learners as well as those with especially low mathematics performance do benefit substantially from metacognitive instruction procedures.


MetacognitionMathematics achievementTraining effects

Copyright information

© FIZ Karlsruhe 2010

Authors and Affiliations

  1. 1.Department of PsychologyUniversity of WürzburgWürzburgGermany
  2. 2.Department of Educational ResearchUniversity of BambergBambergGermany