A better understanding of the mathematical practices performed in the process of problem solving is possible, when taken into consideration - as the minimum unit of analysis - both cognitive and metacognitive configurations. In this paper, the metacognitive aspect of an analysis model is presented in-depth. The goal, here, is demonstrating the role played by metacognitive processes to explain difficulties students have in solving problems. In order to do so, a case study involving a third grade student from Spain's high-school educational system is carefully examined. The subject answered a Metacognitive Skills Test, and, based on the analysis, the conclusion is that the difficulties students have might be related to either their cognitive or their metacognitive needs.
Cognition; Metacognition; Problem Solving; Mathematics Education
