Abstract
Metacognitive awareness is a variable that is thought to affect beliefs in problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.
Highlights
Knowing the situation of application and using calculation skills are involved in the mathematical problem solving process (Montague, Applegate & Marquard, 1993)
The present study aims to investigate pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving by employing the correlational survey model, one of the quantitative research methods
The results have revealed that there is a positive and medium correlation between their metacognitive awareness and beliefs about mathematical problem solving (r = .35; p < .01)
Summary
Knowing the situation of application and using calculation skills are involved in the mathematical problem solving process (Montague, Applegate & Marquard, 1993). In mathematical problem-solving process, individuals should understand and interpret the information contained in the problem, make a choice regarding the operations they will perform, and decide on the application (Özkubat & Özmen, 2020). Since the problem solving process is expressed as a decision-making and implementation process, the individual who will be engaged in this process must have a belief in mathematical problem solving. The concept of metacognition has an important place in the formation of belief in. To cite this article: Yorulmaz, A., Uysal, H., & Çokçaliskan, H. Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(3), 239-259.
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