Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi method interview approach during mathematics problem solving
The important role that metacognition plays as a predictor for student mathematical learning and for mathematical problem solving, has been extensively documented. But only recently has attention turned to primary grades, and more research is needed at this level. The goals of this paper are threefold: (1) to present metacognitive framework during mathematics problem solving, (2) to describe their multi method interview approach developed to study student mathematical metacognition, and (3) to empirically evaluate the utility of their model and the adaptation of their approach in the context of grade 2 and grade 4 mathematics problem solving. The results are discussed not only with regard to further development of the adapted multi method interview approach, but also with regard to their theoretical and practical implications.