Abstract
The following findings resulted from continuous measurements of the number of metacognitive strategies of pupils learning multiplication tables by using a metacognitive strategy measurement tool in the second grade of elementary school (Sakamoto, 2010). 1) There is a tendency for the number of metacognitive strategies to decrease with time. 2) Pupils who do not use metacognitive strategies from the beginning still show the tendency of not using them with the passage of time. 3) In the context of problem solving associated with memory, pupils gradually show a tendency of not using the metacognitive strategy related to control and planning with the passage of time, but they use a metacognitive strategy related to monitoring continuously. Thus, it is suggested that it is educationally significant to periodically measure the number of metacognitive strategies.
