Education plays a vital role in the progress and development of any nation. Hence, Mathematics is considered science of numbers and is actually the major component of science. It is not enough to know the figure but most importantly is to know how to analyze the situation in order to find out what operation is to be used.
Due to the fast changing technological world, metacognitive scaffolding strategy started to find its place and increasingly being used by the teachers to enhance their way of instructions. It is just crucial on the part of the teachers to be knowledgeable enough to give the necessary support by providing activities that will develop students’ critical thinking skills that will help them easily understand and master mathematical concepts expected for them to achieve.
In mathematics teaching, its improvement depends upon the teachers who can move every hand to connect with others, to make things happen. It is just merely getting students interest to put them in a situation that will make them love the concepts in Mathematics.
However, based on the teacher’s personal experiences and interviews with some Mathematics teachers and to the performance of some pupils in Mathematics, it has been observed that they are performing low in some learning competencies in Mathematics. Thus, teachers need to conduct repetitive instructions in order for the learners to acquire mastery on the said concept.
These challenges served as the turning point for the teacher to try the effectiveness of metacognitive scaffolding in teaching Mathematics. After the utilization of the said strategy, remarkable impact on the pupil’s performance was observed. It is a clear indicator that metacognitive scaffolding was revealed to be effective and helpful in improving pupils’ performance in Mathematics.
In the new normal, its efficacy may be further determined since this strategy is one of the primary options in delivering of lessons in Mathematics.