Understanding Learners: Cognitive Approaches in Mathematics Performance

Cesar Espinosa

doi:10.62596/eir.jfzs3376

Authors

Cesar G. Espinosa Biliran Province State University-Biliran Campus, Naval, Biliran 6560, Philippines Author

DOI:

https://doi.org/10.62596/eir.jfzs3376

Keywords:

metacognition, self-regulated learning, mathematics performance

Abstract

This paper examines how cognitive approaches—particularly metacognition, self-regulation, and strategic problem-solving—influence mathematics performance. Learners who actively plan, monitor, and reflect on their thinking demonstrate deeper understanding and higher achievement. Integrating reflective practices and technology-enhanced tools supports the development of effective mathematical reasoning skills.

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