How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. While there is almost a consensus that mathematics problems appropriate for the 21st century should be complex, unfamiliar and nonroutine CUN, most of the textbooks still mainly include routine problems based on the application of readymade algorithms. The time has come to introduce innovative instructional methods in order to enhance mathematics education and students’ ability to solve CUN tasks. Metacognitive pedagogies can play a key role in this. These pedagogies explicitly train students to “think about their thinking” during learning. They can be used to improve not just academic achievement content knowledge and understanding, the ability to handle unfamiliar problems etc. but also affective outcomes such as reduced anxiety or improved motivation. This strong relationship between metacognition and schooling outcomes has implications for the education community and policy makers. This book is designed to assist practitioners, curriculum developers and policy makers alike in preparing today’s students for tomorrow’s world. Description based upon print version of record Foreword; Acknowledgements; Table of contents; Acronyms and abbreviations; Executive summary; Introduction; Mathematics education and problem-solving skills in innovative societies; Complex, unfamiliar and non-routine problem solving; Mathematical reasoning; Mathematical creativity, divergent thinking and posing problems; Mathematical communication; Conclusion; References; What is metacognition?; What is the difference between cognition and metacognition?; Models of metacognition; General versus domain-specific metacognition; How does metacognition develop with age? How does metacognition affect learning and achievement?Conclusion; References; Metacognitive pedagogies; Can metacognition be taught?; What is the role of co-operative learning?; Is explicit practice necessary?; Metacognitive pedagogies: how, when and for whom?; Conclusion; References; Metacognitive pedagogies in mathematics education; Polya's heuristics for solving maths problems; Schoenfeld's metacognitive instructional model; IMPROVE model; Verschaffel's model of metacognitive instruction for upper elementary school maths; Singapore model of mathematics problem solving Comparing the metacognitive modelsConclusion; References; The effects of metacognitive instruction on achievement; The impact of metacognitive programmes on problem solving across age groups; Immediate, delayed and lasting effects of metacognitive instruction; What conditions work best for metacognitive instructional models?; Conclusion; References; The effects of metacognitive pedagogies on social and emotional skills; Can social-emotional skills be taught?; Metacognitive pedagogies and their effects on social-emotional competencies Type I studies: the effects of achievement-focused interventionsType II studies: using metacognitive pedagogies to promote social-emotional competencies; Type III studies: the combined approach; Conclusion; References; Combining technology and metacognitive processes to promote learning; Combining domain-specific mathematics software with metacognitive instruction; E-learning supported by metacognitive instruction; Asynchronous learning networks supported by metacognitive instruction; Mobile learning in mathematics; Intelligent tutoring software; Mathematics e-books; Conclusion; References Metacognitive programmes for teacher trainingHow do teachers apply metacognitive processes in their classrooms?; Implementing metacognitive pedagogies in professional development programmes; The effects of metacognitive pedagogies on pre-service teachers; Conclusion; References; Looking backwards: Summary and conclusion; References How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. While there is almost a consensus that mathematics problems appropriate for the 21st century should be complex, unfamiliar and non-routine (CUN), most of the textbooks still mainly include routine problems based on the application of ready-made algorithms. The time has come to introduce innovative instructional methods in order to enhance mathematics education and stud