Abstract
This paper presents an under-represented issue on metacognition-metacognitive experiences. From the perspective of Flavell's(1979) model of cognitive monitoring, I illustrate the model for linking metacognitive knowledge and metacognitive experiences, then, I argue a notion that we could investigate students' mathematical experiences both cognitive and affective concurrently by differentiating between conscious and unconscious processes instead. This would lead us to more clearly understand the role as well as the nature of metacognition in problem-solving behaviors.
