Abstract
This study aims to observe the pre-service secondary mathematics teachers' metacognitive awareness in terms of the variables gender and class level and determine their metacognitive behaviours which showed in the non-routine problems. A partially mixed sequential dominant status design was carried out with a total of 287 participants. The data of the qualitative part was collected with the Metacognitive Awareness Inventory and analysed descriptively and two-way ANOVA tests were conducted. The data of the quantitative part were collected with a non-routine problem within the scope of Multi-Method Interview and analysed descriptively. The findings showed that the levels of the pre-service secondary mathematics teachers' metacognitive awareness were medium or high and the levels are not different in terms of the variables of gender and class level. In addition, the participants showed metacognitive behaviours in the evaluation the most group and in the awareness group the least. Lastly, though the number of metacognitive behaviours showed by the fourth class pre-service teachers were higher than the other classes, there is not any difference in the order of their metacognitive behaviours in the class level.
Highlights
A problem is accepted as a case containing open-ended questions, and taking the attention of an individual which the individual does not have the necessary algorithm and methodical knowledge to answer the questions [56]
Considering the importance of the issue and little research, this study aims to answer whether the secondary pre-service mathematics teachers’ the metacognitive awareness and metacognitive behaviours in the processes of problem solving demonstrate variety according to the variables: the class level and gender
The metacognitive awareness of secondary pre-service mathematics teachers was investigated on the basis of class level and gender
Summary
A problem is accepted as a case containing open-ended questions, and taking the attention of an individual which the individual does not have the necessary algorithm and methodical knowledge to answer the questions [56]. Problem-solving is a process of thinking which a person is trying to receive new information until s/he overcomes the stress caused by the problem and to search a reason which is suitable to the problem situation using his/her mathematical knowledge [19]. This process contributes to the mathematical skills of the students by using these skills in daily life [48] and it is emphasised in the mathematics education institutions [42,43,44,45] and curricula [55]. Though cognitive competence may vary according to the problems, the skills have more stable structures
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
