Stepping Stones: Adopting a fading programme design to promote teachers’ use of metacognitive strategies for mathematical problem-solving

Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving, however existing literature highlights that under-representation of these concepts in curriculum, policy and teacher professional development means that their potential for impact remains unfulfilled. This article therefore examines the potential value of an innovative fading professional development programme - ‘Stepping Stones’ - in enhancing teachers’ understanding and use of metacognitive strategies for mathematical problem solving. Adopting a convergent mixed methods design, this pilot evaluation involved Year 2 teachers across five primary schools. Results from both qualitative and quantitative data demonstrate that, as the scaffolding provided by programme materials faded and teachers assumed greater responsibility for session planning, they incorporated metacognitive strategies into their planning and delivery with increased independence. Results also indicate the acceptability of this professional development model, suggesting that, when combined with peer-collaboration, the fading design was associated with improvements in knowledge and confidence regarding both metacognition and mathematical problem solving, alongside increased ownership and buy in. Conclusions advocate further examination and implementation of fading models of professional development to promote understanding and use of meta-cognition for mathematical problem solving and recommend exploration into different professional development contexts.