Metacognitive Strategies Related with Logical–Mathematical Thinking for Adolescents with ADHD

Abstract

This article focuses on the contributions of the still-scarce corroborations available on the social nature of the metacognitive regulation of joint attempts in order to offer systematic means to operationalize and analyze shared regulation. The mathematical knowledge aims to achieve the metacognitive needs of students and, in particular, those with learning difficulties. The present research process aims to explain the relationship between the logical and mathematical thinking of students with ADHD in secondary education schools in Heraklion (Crete) and metacognitive awareness and academic motivation, including questions about pupils’ logical–mathematical skills and logical decisions of life and problem solving. Appropriate psychometric tools are used to evaluate their performance as well as their short and medium-term and consequently their long-term goals. The results of the current study imply that, when students realize that teachers and their parents emphasize the essential process of learning, appropriate strategies can be shown to them to allow them to learn how to solve problems on their own. As a result, it is of great significance to point out the relationship between students’ academic achievement and academic motivation.