The main purpose of this study is to provide evidence that metacognition is used by the students to solve mathematical problems. It aims to (1.) identify the emerging themes on metacognition process that describe how it facilitates mathematical problem-solving (MPS) and (2.) explain how the emerging themes lead to a successful problem-solving outcome. An empathic introspection method was developed to analyze qualitative responses obtained from self-reports with semi-structured interviews, MPS written solutions, and observations. This method has provided means in ascertaining a valid and reliable emerging theme, which comes from a matched combination of two or three data sources. This is to minimize subjective biases in a constructivist data generation, analysis, and interpretation. All criterion-based and homogeneous theoretical samples of qualitative responses were generated from a 10-item problem-solving test. It was given to the 11 junior high school student-volunteers. Free and prior consent and assent were obtained from the parents and volunteer-participants. The systematic grounded theory framework has guided the overall process of the study. Results reveal that the metacognitive mathematical knowledge and thinking emerged as the core phenomenon of successful MPS. It is sustained by the metacognitive affect and bodily movements. The metacognitive experiential knowledge in MPS initiated metacognition. The regulative character of the mind shows how micro-thinking processes facilitated the MPS under the metacognition function. The metacognitive understanding process came out as an occurring successful solution strategy for the whole MPS. Findings of this study impose challenges on new ways of understanding MPS and on future directions in designing mathematical lessons.
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