Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

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’ metaco...

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Autores principales:	Alper Yorulmaz, Hümeyra Uysal, Halil Çokçaliskan
Formato:	article
Lenguaje:	EN ID
Publicado:	Muhammadiyah University Press 2021
Materias:	metacognitive awareness, mathematical problem solving, beliefs, pre-service primary school teachers, primary education Education (General) L7-991 Science Q Mathematics QA1-939
Acceso en línea:	https://doaj.org/article/077307bb748746fda306ab14530190cc
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spelling	oai:doaj.org-article:077307bb748746fda306ab14530190cc2021-11-21T14:42:31ZPre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving2503-369710.23917/jramathedu.v6i3.14349https://doaj.org/article/077307bb748746fda306ab14530190cc2021-07-01T00:00:00Zhttps://journals.ums.ac.id/index.php/jramathedu/article/view/14349https://doaj.org/toc/2503-3697Metacognitive 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.Alper YorulmazHümeyra UysalHalil ÇokçaliskanMuhammadiyah University Pressarticlemetacognitive awareness, mathematical problem solving, beliefs, pre-service primary school teachers, primary educationEducation (General)L7-991ScienceQMathematicsQA1-939ENIDJournal of Research and Advances in Mathematics Education, Vol 6, Iss 3, Pp 239-259 (2021)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	metacognitive awareness, mathematical problem solving, beliefs, pre-service primary school teachers, primary education Education (General) L7-991 Science Q Mathematics QA1-939
spellingShingle	metacognitive awareness, mathematical problem solving, beliefs, pre-service primary school teachers, primary education Education (General) L7-991 Science Q Mathematics QA1-939 Alper Yorulmaz Hümeyra Uysal Halil Çokçaliskan Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving
description	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.
format	article
author	Alper Yorulmaz Hümeyra Uysal Halil Çokçaliskan
author_facet	Alper Yorulmaz Hümeyra Uysal Halil Çokçaliskan
author_sort	Alper Yorulmaz
title	Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving
title_short	Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving
title_full	Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving
title_fullStr	Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving
title_full_unstemmed	Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving
title_sort	pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving
publisher	Muhammadiyah University Press
publishDate	2021
url	https://doaj.org/article/077307bb748746fda306ab14530190cc
work_keys_str_mv	AT alperyorulmaz preserviceprimaryschoolteachersmetacognitiveawarenessandbeliefsaboutmathematicalproblemsolving AT humeyrauysal preserviceprimaryschoolteachersmetacognitiveawarenessandbeliefsaboutmathematicalproblemsolving AT halilcokcaliskan preserviceprimaryschoolteachersmetacognitiveawarenessandbeliefsaboutmathematicalproblemsolving
_version_	1718418805670019072

Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

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