The measurement of young pupils' metacognitive ability in mathematics: The case of self-representation and self evaluation. Paper presented at the Conference of European Society for Research in Mathematics Education. Sant Feliu de Guíxols. Retrieved Octob

It is important for pupils to be aware of their strengths and limitations as learners. Last years metacognition has been receiving increased attention in cognitive psychology. Special attention has been focused on metacognition as the interface between cognition and affect and its essential role in self-regulation in achievement settings. The present study, represents the initial phase of instrument development for the measurement of metacognition in mathematics learning appropriate for young children. Almost all items of the inventory loaded as expected. Four factors contained items about metacognitive knowledge and five factors contained items about regulation of cognition. There were high correlations between the nine factors, reflecting the high correlation between the two metacognitive aspects of metacognition. Results of pupils ´ attempt to solve a non-routine problem indicated that they had a very poor knowledge about their cognitive abilities. METACOGNITIVE KNOWLEDGE AND REGULATION OF COGNITION There is a growing evidence that metacognition is an important component o