Empirical research detecting nuances in the field of mathematical performance and metacognition in pupils studying at ordinary primary schools, at Montessori Primary Schools, and according to the Hejný method
Abstract
This empirical research focuses on metacognition and performance in mathematics. The aim of the paper is to compare the level of metacognition and mathematical performance depending on the preferred teaching method (i.e., proclaimed curriculum) as one of the possible factors influencing pupil performance and competence.
For the purposes of this empirical research, a quasi-experimental method was chosen and three groups of pupils were selected: (i) pupils at Montessori primary school (n = 49); (ii) pupils at ordinary non-specialized primary schools (n = 63); and (iii) pupils who are taught according to the Hejný method (n = 77). Based on inductive statistics, statistically significant differences (in metacognitive knowledge and bias index) as well as statistically and substantively significant differences (in mathematical performance and calibration) have been detected.
The causes of these differences are discussed at the end of the text, and the limitations of the methodological inquiry are also pointed out.