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Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance

Author

Listed:
  • Vlastimil Chytrý

    (Department of Preschool and Primary Education, Faculty of Education, Jan Evangelista Purkyne University, 400 96 Ústí nad Labem, Czech Republic)

  • Jaroslav Říčan

    (Department of Pedagogy, Faculty of Education, Jan Evangelista Purkyne University, 400 96 Ústí nad Labem, Czech Republic)

  • Petr Eisenmann

    (Department of Mathematics, Faculty of Science, Jan Evangelista Purkyne University, 400 96 Ústí nad Labem, Czech Republic)

  • Janka Medová

    (Department of Mathematics, Faculty of Natural Sciences, Constantine the Philosopher University, 949 74 Nitra, Slovakia)

Abstract

Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12–13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner’s ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner’s school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such.

Suggested Citation

  • Vlastimil Chytrý & Jaroslav Říčan & Petr Eisenmann & Janka Medová, 2020. "Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance," Mathematics, MDPI, vol. 8(6), pages 1-18, June.
    • Handle: RePEc:gam:jmathe:v:8:y:2020:i:6:p:969-:d:370721
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    Citations

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    Cited by:

    1. Ana Escudero & Mᵃ Oliva Lago & Cristina Dopico, 2022. "Gender Similarities in the Mathematical Performance of Early School-Age Children," Mathematics, MDPI, vol. 10(17), pages 1-24, August.
    2. Guangming Wang & Yueyuan Kang & Zicong Jiao & Xia Chen & Yiming Zhen & Dongli Zhang & Mingyu Su, 2022. "Development and Application of Intelligent Assessment System for Metacognition in Learning Mathematics among Junior High School Students," Sustainability, MDPI, vol. 14(10), pages 1-32, May.

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