Metacognitive skills in collaborative problem solving: Case of secondary mathematics in Rwanda

This study investigated metacognitive skills manifested during collaborative problem-solving activities in mathematics. It specifically focused on seventh-grade students attending a public secondary school in the Kayonza district in the Eastern Province of Rwanda. Discussion protocols were analyzed using a devised framework, yielding three main findings. First, instances were observed wherein a select few group members led the discussion, triggering metacognition among the remaining members. Second, in situations where individual learning stalled, dialogue proved instrumental in activating interaction among group members by posing a simple question. Third, teachers’ questioning, which hints at how to approach problems, emerged as a crucial factor. Notably, it is suggested that teacher-directed questioning directed at slower learners can promote metacognition across the group. This represents only one empirical study in Rwanda; further case studies are needed. Furthermore, research on the effects of teacher interventions on group learning is necessary.