Mrs. Amos's students understand fractions, and she is now working with them on the addition and subtraction of fractions. She models the process for adding fractions with like denominators, and she then gives the students several practice examples. She follows by demonstrating what equivalent fractions are and gives the students several examples where they determine whether the fractions are
equivalent or not. She then models the process for finding equivalent fractions and again gives them several examples to practice on. She continues with this process for the addition of fractions with unlike denominators and repeats the process for the subtraction of fractions. Which of the following best describes what Mrs. Amos is attempting to accomplish with her procedure?
a. She is trying to avoid overloading the students' sensory memories by not presenting too much information at a time.
b. She is attempting to have the students rehearse the process for forming equivalent fractions by modeling the process for them.
c. She is trying to avoid overloading the students' working memories by giving them time to practice each step before moving on to another step.
d. She is giving the students time to practice to promote their metacognition.

Metacognition can be explained as one’s ability to use previous knowledge to plan a method for approaching a learning challenge, take adequate steps to solve the problem, look back on and evaluate gotten results, and modify one’s approach to the next challenge. It helps learners to be able to select the right cognitive tool for each task and plays a vital role in successful learning.

The teacher in the above question is only trying to improve her student's awareness of their own knowledge.

She is also building the students ability to think in order to solve future challenges they would face in mathematics.