Using metacognitive strategies to improve pupils' mathematical problem-solving

“A packet contains 1.5 kilograms of guinea pig food. Remi feeds her guinea pig 30 grams of food each day. How many days does the packet of food last?”

Even before the pandemic, this type of question was often challenging for pupils. Teachers can sometimes avoid setting questions like these, both because of this difficulty they present for pupils, and because teachers may not always have a well-defined strategy for teaching them.

It is unsurprising given teachers were reporting less resilience among pupils when attempting questions of this nature, perhaps due to fewer opportunities for peer discussion, lack of access to manipulatives or due to children being exposed to fewer strategies.