International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Effectiveness of Metacognitive Instruction on Children’s Declarative Knowledge During Mathematics Problem Solving

Aikaterini Vissariou, Despina Desli

ARISTOTLE UNIVERSITY OF THESSALONIKI

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1539–1546ISSN 2790-36482026Scopus conference code 336559
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Abstract

The purpose of the present study was to examine the changes in children’s declarative knowledge related to mathematical problem solving following metacognitive instruction. Participants were 38 Greek Year 3 children, half of which received metacognitive instruction (experimental group), while the others did not (control group). Results indicated that students who were assigned to metacognitive instruction outperformed their counterparts in declarative knowledge, whereas no significant differences between the two groups were observed prior to the intervention. The educational implications of these findings are discussed.

Keywords

Problem solvingdeclarative knowledgemetacognitive instruction

Recommended citation

Vissariou, A., & Desli, D. (2026). Effectiveness of Metacognitive Instruction on Children’s Declarative Knowledge During Mathematics Problem Solving. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1539–1546). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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