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

Vlastimil Chytrý, Jaroslav Říčan, Petr Eisenmann and Janka Medová
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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

Mathematics, 2020, vol. 8, issue 6, 1-18

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.

Keywords: mathematical intelligence; mathematics education; metacognitive knowledge (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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