One of the aims of mathematics education in schools in Singapore is to enable students to acquire thinking and problem solving skills and to make effective use of these skills to formulate and solve problems (MOE, 2007).

The existing curriculum framework for mathematics designed by the Ministry of Education (MOE) lists metacognition as one of the components on which the development of mathematical problem solving ability depends.

According to the MOE (2007), metacognition can be defined as the realization of, and the ability to regulate one’s thinking processes, in particular the choosing and application of problem-solving strategies. The MOE believes that it is important to provide students with metacognitive experience in order to help them develop their problem solving abilities.

Ilyasa

Note: The above paragraphs are adapted from my minor research paper, Examining Supports for Metacognition in Singaporean Lower Secondary Mathematics Textbooks, NIE, 2011. All rights reserved.