Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Arithmetic performance development is extensively studied.
• Nelson and Narens' model of metacognition posits interrelated cognitive levels.
• Cognitive processes can function at both meta- and object-levels.

Purpose of the Study:

• To model cognitive development in arithmetic using metacognition.
• To investigate transitions between meta-level and object-level cognitive processes.
• To describe developmental phases in arithmetic learning.

Main Methods:

• Synthesis of existing scientific evidence.
• Application of the Nelson and Narens metacognition model.
• Conceptual modeling of cognitive transitions in arithmetic.

Main Results:

• Arithmetic development involves transitions from factual knowledge to strategic problem-solving.
• Identified potential developmental phases in arithmetic learning.
• The same cognitive processes can operate at both controlling and controlled levels.

Conclusions:

• Cognitive development can be modeled as a series of meta-level to object-level transitions.
• Metacognitive scaffolding is a crucial educational approach for arithmetic instruction.
• Understanding these transitions enhances insights into learning and instruction.