Neurocognitive mechanisms of metacognition in arithmetic

The development of arithmetic abilities plays a crucial role in our knowledge-based societies. It forms a central foundation for individuals to participate in economic, cultural, and social activities. Research has demonstrated that metacognitive regulation skills play a vital role for arithmetic learning. Metacognition refers to a group of self-reflective and higher-order mental activities that monitor and control other mental activities, e.g., mental calculations. While monitoring evaluates how well these mental activities are performed (e.g., I made a calculation error), control adjusts the mental activities to improve subsequent performance (e.g., I change my calculation strategy). It is well established that individuals differ quite substantially in their metacognitive abilities and that these differences influence concurrent and future arithmetic performances. Despite its well-known relevance for arithmetic learning, the brain mechanisms supporting the link between metacognitive abilities and arithmetic performances are not well understood. In this bilateral research projectfunded by the Austrian Science Fund (FWF) and the Research Foundation Flanders (FWO)we will use behavioral and neuroimaging methods (electro- encephalography, EEG) to investigate the mechanisms that support metacognitive abilities in the context of arithmetic problem solving and learning. In the first of the three work packages, we will investigate the neurocognitive link between metacognition and arithmetic performance in children (7- 8-year-old, 10-11-year-old, 13-14-year-olds) and adults with cross-sectional and longitudinal designs. In the second work package, we will investigate the role of metacognitive regulation for learning arithmetic problems and the brain mechanisms that support it. To realize this novel approach, participants must learn a novel calculation operation over several learning sessions. In the final part of the project, we will test the causal relationship between metacognitive skills and arithmetic. Children and adults will participate in a specific training to enhance their metacognitive skills. This intervention should then influence their arithmetic performances and the learning of arithmetic problem solving. Findings from this research projects will provide new insights into the neurocognitive mechanisms of metacognitive regulation and their relevance for arithmetic learning. The gained knowledge will be of high relevance and interest to scientists and educators who work in the domain of mathematics. This research project is managed and supervised by Assoc.-Prof. Stephan Vogel (University of Graz, Austria) and Prof. Bert De Smedt (Katholieke Universiteit Leuven, Belgium).