Assessment of Metacognition in Mathematics Learning Across Educational Levels: A Narrative Literature Review

Abstract

Metacognition plays a crucial role in the development of self-regulated learning skills; however, its assessment remains challenging due to its complex and largely unobservable nature. Prior studies have consistently shown that students with higher metacognitive skills tend to perform better in mathematics than those with lower levels of metacognitive awareness. In this context, a variety of tools have been employed to assess metacognition and its components in mathematics education. This study adopts a narrative literature review approach to examine existing methods for assessing metacognition in mathematics across different educational levels and to find out about the gaps in current assessing methods. The review reveals that most studies focus on primary and secondary education, indicating a notable gap in assessment practices at the undergraduate level. While some studies employ specially designed digital tools, others rely on established methods such as questionnaires, think-aloud protocols, and systematic observations. Emerging approaches, including log file analysis, eye-tracking, and learning analytics dashboards, show promise for digital learning environments. Nevertheless, compared to language and arts education, metacognitive assessment in mathematics remains underdeveloped, highlighting the need for reliable, scalable tools suitable for large classes, particularly in digital contexts.

KEYWORDS: Metacognition, Mathematics Education, Metacognitive Assessment, Digital Learning Environments, Educational Levels