Exploring Pupils’ Mathematical Understanding: The Role of Metacognitive-Discursive Activities in the Learning Process

Abstract

This paper reports on a research project conducted in a secondary school on Sumba Island, Indonesia, aiming to enhance pupils’ understanding of mathematics. To achieve this, the learning environment was designed to reconstruct certain properties of mathematical objects and their related operations, with a specific focus on equations. At the beginning of the learning sequence, pupils engaged with number puzzle stories that prompted them to represent the given situations in algebraic form and solve the resulting equations. Throughout the lessons, metacognitive and discursive activities were applied to foster reflection, reasoning, and communication. Technological tools supported the implementation of these principles: a document camera and projector were used so that pupils could display and discuss their solutions with their classmates accurately. Through this setting, pupils learned that they were individually responsible for presenting and justifying their mathematical arguments in front of the class. This technological mediation using a document camera, fostered an interactive discussion environment that promoted both individual accountability and collective reasoning. After the learning sequence, a written test was administered to assess pupils’ understanding of the mathematical concepts addressed. The test items were aligned with the targeted mathematical competencies. Selected pupil solutions are presented and discussed as illustrative examples. The findings indicate that metacognitive-discursive activities effectively supported pupils in developing a deeper and more connected understanding of mathematics.