JOURNEY FROM THINKING TO DOING: THE UNCHARTED ROLE OF METACOGNITION IN MATHEMATICS ACHIEVEMENT

Abstract

The journey from thinking to doing in Mathematics is a dynamic and transformative process, where learners are often struggled with complex problem-solving tasks. While cognitive skills such as logical reasoning and procedural fluency are typically emphasized in Mathematics Education but the role of metacognition, (controlling one’s own thinking processes) remains an underexplored dimension in this transition. This paper is an attempt to examine the uncharted role of metacognition in enhancing Mathematics Achievement. It highlights the interconnectedness between thinking and doing, focusing on how metacognition bridges the gap between conceptual understanding (thinking) and effective problem-solving execution (doing) in Mathematics. This study explores the various types of challenges and opportunities in integrating metacognitive practices in Mathematics Education. The rise of digital tools and apps offers a promising avenue for promoting metacognitive practices in mathematics. It this paper, National Educational Policy (NEP) 2020 advocates for integration of metacognitive practices in existing  Mathematics curriculum for the development of higher-order thinking skills, such as critical thinking, logical reasoning  and problem-solving skills.