EDUC 523 ASSIGNMENT 12

1. Answer: Youngsters’ metacognitive development significantly affects their skills in reading,

writing, and learning math and science. Metacognition in reading enables students to use

strategies such as checking their own comprehension, identifying key ideas, and making

connections between different texts. This increases their understanding and critical thinking

skills.

Metacognitive awareness in writing helps students organize, organize, and revise their work

more effectively. They learn to reflect on their writing process and adapt feedback-based

strategies to provide clarity and coherence in their compositions Metacognition in mathematics

Support problem solving by having students reflect on their strategies of types, identify errors,

and modify procedures accordingly to provide a deeper understanding of mathematical concepts

and also encourages flexibility.

Similarly, metacognitive development in science helps with hypothesis formulation,

experimental design, and interpretation of results. Students learn to reflect on their understanding

of scientific concepts, identify misconceptions, and refine their concepts using an inquiry-based

learning strategy. Overall, metacognitive knowledge plays an important role in this context,

empowering youngsters to become more independent and effective learners.

2.

(a) : It is common to encounter abilities and inabilities when teaching mathematics to primary

school children (ages 7-10). First, students may demonstrate differences in their understanding of

basic mathematical operations such as addition and subtraction. Some struggle to understand the
concept of carry or borrow while others grasp it easily. Second, there may be differences in

spatial concepts, enabling them to visualize geometric shapes or solve vocabulary problems

involving spatial relationships These differences highlight the importance of understanding

students’ individual mathematical skills and meet their specific needs accordingly.

(b) : In mathematics, I will use different teaching strategies to tap the different abilities and

potentials of primary school children. First, I use small group activities where students can work

at their own pace and receive targeted support based on their individual needs. This approach

provides remedial instruction for struggling students and gives advanced teachers the opportunity

to explore complex concepts in depth. Second, I will use hands-on observational techniques to

increase understanding and engagement, especially for students struggling with abstract thinking.

Integrating games, puzzles and real-life applications into lessons can also create a positive

learning environment and address different learning styles. By using these strategies, my goal is

to create an inclusive classroom where every student can thrive and develop a strong foundation

in mathematics.