Cognitive and Metacognitive Strategies for Learning Algebra: A Mini Review
DOI:
https://doi.org/10.37134/ejoss.vol12.sp2.2.2026Keywords:
Cognitive , Metacognitive , Learning strategies , Algebra , Conceptual understandingAbstract
Algebra learning can be strengthened with a combination of cognitive and metacognitive strategies. This effectiveness is most evident when learning support is arranged sequentially and tailored to students' proficiency and task complexity. However, many students have difficulty understanding symbolic procedures to algebraic concepts that involve abstract structures and relationships. Thus, this mini review aims to synthesize all studies done from 2015 to 2025, which related to the cognitive and metacognitive mechanisms that support algebra learning and also to report the use of cognitive and metacognitive strategies to enhance conceptual understanding, problem-solving and self-regulated learning in algebraic education. The study focuses on several specific themes for learning algebra namely, instructional approaches, metacognitive strategies and cognitive strategies for learning algebra. The databases used for searching literature for this review using keywords included Scopus, ProQuest and Google Scholar regarding strategies in learning Algebra for conceptual understanding and problem-solving. A total of 423 articles for full-text review and 43 were finally selected for this review. The findings of this mini-review reveal the combination of cognitive and metacognitive strategies contribute to stronger knowledge retention, transfer and mathematical resilience. Cognitive strategies can support structured algebraic reasoning and procedural clarity while metacognitive strategies can enhance monitoring, reflection and error correction during completed the task. To this end, this review highlights the transformative potential of innovative learning strategies into algebra curricula. However, the existing evidence base remains limited due to the short intervention period, inconsistent definitions and measurements of metacognition, and inconsistent classroom implementation. Further investigations should expand empirical validation and explore instructional designs more specific and reliable
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Copyright (c) 2026 Izan Roziana Mohd Dadiri, Rohaidah Masri, Mazlini Adnan , Mohd Syazwan Mohd Roslan
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