Exploring Metacognitive Processes Involved in Solving Mathematical Problems

Mathematical problem solving is a complex activity which depends upon multiple factors for correct performance. In this context, much scientific evidence suggested that, to be successful, students need to be self-regulated in their problemsolving activities, thereby exercising effective control over their cognitive, affective and behavioral processes. This minireview briefly shows (1) a method for evaluating the processes involved in solving mathematical problems, (2) the explanatory potential of metacognitive processes in judgments-accuracy after task completion, and (3) the effects of other cognitive, affective, motivational and behavioral variables on these judgments. The results showed the usefulness of an evaluation method that has been designed as a measure of the processes involved in solving mathematical problems, and also the need to consider a wider range of variables when differences in calibration cannot otherwise be explained.