How teacher's progressiveness in using digital technologies influences levels of pupils' metacognitive knowledge in mathematics

Abstract

The low efficiency of using appropriate strategies to solve problems in the classroom environment is not due to the lack of knowledge of how to classify concepts, but rather due to the failure to apply this knowledge strategically. Therefore, it is necessary to find a balance between them, i.e., to let the pupils discuss the problems while supporting the teacher's intervention. The aim of the presented study was to examine the influence of a teacher's progressiveness on the level of metacognitive knowledge of the pupil. Altogether, 47 teachers and 278 pupils at grade 5 were participating in the study. It is shown that the approach of teachers to innovation itself has an influence on the pupil. When comparing all five groups of innovators, the difference among the categories of teachers was significant (p = 0.044) with the low effect (dcohen = 0.3). When considering only the two almost antagonistic poles of teachers, the innovators and the late majority according to Roger's innovation diffusion theory, this influence was very strong (p = 0.009) and with medium effect (dcohen = 0.725). Our research shows that it is necessary to address the teacher's innovativeness, affecting the level of metacognitive knowledge of the pupil as an important prediction tool determining school success.