The purpose of this study is to investigate (1) how mathematics instructors develop

their students’ metacognitive abilities concretely within mathematics instruction and

(2) whether these teachers feel adequately prepared to develop their students’

metacognitive abilities. Qualitative email interviews with credentialed secondary

school mathematics teachers in Sweden were used. Analysis of the participants’

interview responses indicate that the participants reported a limited use of the

metacognitive teaching strategies described in the research. Although teacher

responses indicated stress, frustration, and irritation and their responses indicated

limited proficiency in their intuitive declarative metacognitive knowledge of thinking

skills, whether or not teachers feel adequately prepared to develop their students’

metacognitive abilities cannot be completely answered by this study.