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Metacognitive teaching-learning approach (MTLA) with four components: think-aloud, metacognitive scaffolding, discussions, and metacognitive journal writing

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description

MTLA is a teaching approach that emphasizes promoting students' awareness of their abilities by accustoming them to pose metacognitive questions covering understanding of concepts and problems, connecting new knowledge with previous knowledge, using relevant strategies, and reflecting on process and outcome. In this research it comprised think-aloud modeling by the teacher, metacognitive scaffolding through questioning (linked to Vygotsky's ZPD), pair, group and class discussion grounded in social constructivism, and metacognitive journal writing requiring students to clarify and reflect on their thought. It was implemented over one full semester against conventional teaching.

Design Implications

Context

Requirements

  • Requires teachers to model thinking aloud and to pose scaffolding questions that bridge what students can do alone and with assistance
  • Requires social interaction structures (pair, group, class discussion) and journal-writing tasks that prompt metacognitive reflection

Constraints

  • In this study it was applied to tenth-grade mathematics content (exponents and logarithms, quadratic functions, quadratic equations and inequalities, linear equation systems) in an Indonesian senior high school

Target Learners

  • tenth-grade senior high school mathematics students

Learning Goals

  • mathematical logical thinking ability
  • self-regulated learning

Claims

Examples

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Key Sources

  • Aminah, M., Kusumah, Y. S., Suryadi, D., & Sumarmo, U. (2018). The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction, 11(3), 45-62. https://doi.org/10.12973/iji.2018.1134a
Page metadata
Field Value
type design
id mtla-four-component-approach
title Metacognitive teaching-learning approach (MTLA) with four components: think-aloud, metacognitive scaffolding, discussions, and metacognitive journal writing
description MTLA is a teaching approach that emphasizes promoting students' awareness of their abilities by accustoming them to pose metacognitive questions covering understanding of concepts and problems, connecting new knowledg...
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — aminah-2018

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