EXAMINING METACOGNITIVE AWARENESS OF PROSPECTIVE SECONDARY SCHOOL MATHEMATICS TEACHERS IN TERMS OF SOME VARIABLES

The aim of this study is to examine prospective secondary school mathematics teachers’ awareness and dimensions of metacognition such as knowledge and regulation of cognition, in using metacognitive strategies in terms of class levels and genders. The sample of the study is composed of 117 prospective teachers who are studying at the Department of Secondary School Mathematics Teaching in Kazım Karabekir Faculty of Education in Atatürk University. Comparison method, which is among non-experimental designs of quantitative approach, has been used in this study. Likert-type Metacognitive Awareness Inventory, which comprises 52 items, has been used as the data collection tool in the study. SPSS 18.0 package program has been used in analyzing the data. Two-way ANOVA and two-way MANOVA test have been conducted. In view of these findings, there is no significant relationship between metacognitive awareness scores and class levels and between metacognitive awareness scores and gender difference. Moreover, there is no significant relationship between the scores of knowledge and regulation of cognition, either.