Non-Cognitive Differences in Metacognitive Awareness of Preservice Mathematics Teachers in Mainland China

• In Event: Contemporary Learning Environments Research: Measurements and Contexts

Abstract

Metacognitive awareness is crucial for effective mathematics teaching and learning. However, preservice teachers’ metacognition development and the influences of non-cognitive differences are unclear. This study investigated the influence of non-cognitive differences on the metacognitive awareness of 274 Chinese preservice mathematics teachers. Results indicated significant gender effects, with females exhibiting higher metacognitive awareness and grade effects, with sophomores and seniors demonstrating greater awareness than juniors. These effects primarily impacted sub-components related to negative beliefs, cognitive confidence, and the need for control. The insignificant funding source effect suggests that academically more competent students are not necessarily stronger in metacognitive awareness. The overall low level of metacognitive awareness highlights the need for targeted training in teacher education programs to enhance this critical skill.

Authors

• Jieyan Lei, The Education University of Hong Kong

• James Ko, The Education University of Hong Kong

• Kwok Kuen Tsang, The Education University of Hong Kong

• Ye Wang, The Education University of Hong Kong

• Chi Keung Cheng, The Education University of Hong Kong

• Ruoqing Liu, Shaoyang University

• Jian He, The University of Hong Kong