Mathematical problem-solving strategies that enhance metacognitive skills for Grade 10 learners

The Chapter Six utilises an explanatory sequential mixed-method design, the sample of 80 in-service Mathematics student teachers enrolled for PGCE at one of South African university. The study established that as the linear equations moved from single to multi-step, the multi-concept phase, there were an inverse relationship between anticipated details and actual details, which teachers provided. It also emerged that most participants procedurally solved the problems but failed to demonstrate the conceptual understanding by failing to provide step-by-step skills and strategies. The study concludes that there were glaring gaps and inconsistent approaches in the teaching of linear equations and the Authors gave recommendation that teachers must follow in adopting systematic teaching approaches that deepen mathematics conceptual understanding.