This paper focuses on primary-school students' meta-awareness of their mathematical thinking and communicating of both affective and cognitive factors that enhance their learning. Meta-awareness is emphasised through engaging students in communication about their mathematical reasoning and in reflection on their levels of knowing and confidence to work mathematically. This engages students in a self-assessment and self-regulation of their own learning and valuing of the complexity of linking different mathematical concepts and different knowledge disciplines when working with mathematical contexts. The self awareness of one's learning is identified as a hidden or subliminal factor that can enhance learning and empower students to engage effectively and confidently when working mathematically.