The relationship of metacognitive abilities of students with ADHD with their mathematical competence with the use of ICT’s

• Published in: Edmetic Vol. 11; no. 2; p. 9
• Main Author: Tsampouris, Georgios
• Format: Journal Article
• Language: English; Spanish
• Published: Córdoba University of Cordoba 01-01-2022
• Subjects: Attention deficit hyperactivity disorder; Individual Differences; Learning Processes; Mathematics Education; Metacognition; Prior Learning
• ISSN: 2254-0059; 2254-0059
• DOI: 10.21071/edmetic.v11i2.14569

Metacognition is the ability of learners to take necessary steps to plan suitable strategies for solving the problems they face, to evaluate consequences and outcomes and to modify the approach as needed, based on the use of their prior knowledge. Students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. Knowing which cognitive factors underlie individual differences in mathematical abilities is the key to gaining further insight into children’s mathematical development. In this article are conceptualized children with ADHD (Attention Deficit Hyperactivity Disorder) who experience difficulty in managing attention in school and make a thorough study which is focused on how metacognition helps ADHD-learners to successfully achieve a personal goal by choosing the right cognitive Information and Communication Technologies (ICT) tools for this purpose. This article, therefore, discusses the object of explaining the relationship and impact of metacognitive awareness on student's academic achievement, especially on their mathematical competence and makes the appropriate connections with the contemporary necessary technological equipment for educational use, in a way that students who receive metacognition-based education do enjoy learning and this method is sustainable