Metacognitive Knowledge, Metacognitive Strategies, and Self-Regulated Learning in Mathematics: A Pilot Intervention Study of Students Attending a Special Vocational Lower and Upper Secondary School

11th International Scientific Conference Technics, Informatics and Education – TIE 2026, (pp. 90-97)

AUTOR(I) / AUTHOR(S): Glykeria Tsentidou , Efstathios Papadopoulos , Svetlana Obradović , Eleni Chatzi , Ioakeim Kotsimpelis , Georgia Douliaka  and Vasileios Tsiantos


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DOI: https://doi.org/10.46793/TIE26.090T

SAŽETAK /ABSTRACT:

: This pilot study investigated whether a structured metacognitive intervention was associated with improvements in the mathematical performance of students with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) in a secondary special education setting. Mathematical problem solving requires planning, strategy selection, self-monitoring, error checking, and evaluation of outcomes—skills that are often challenging for students with neurodevelopmental disorders. Eighteen boys participated: nine with ADHD and nine with ASD, all of whom had intellectual functioning within the average range. The intervention lasted 12 weeks and focused on the explicit instruction of metacognitive strategies in mathematics. Performance was assessed before and after the intervention, while metacognitive accuracy was examined through the association between perceived task difficulty and actual performance. Both groups showed significant improvement, with no between-group differences in the magnitude of change. Students with ASD showed evidence of more accurately calibrated metacognitive judgments. The findings highlight the educational value of metacognitive instruction in special education

KLJUČNE REČI / KEYWORDS: 

metacognition; mathematics; special education; ADHD; autism spectrum disorder

 PROJEKAT / ACKNOWLEDGEMENT:

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