Investigation of the relationship between 6th grade students' metacognitive awareness and mathematical problem solving abilities

In this study, it was aimed to investigate the relationship between mathematical problem solving skills and metacognitive awareness of 6th grade students. The problem solving achievement test prepared by Salman (2012) and the translation and adaptation to Turkish language developed by Schraw and Dennison (1994) prepared by Sungur and Şenler (2009), likert type consisting of 52 items Metacognitive Awareness Inventory (MAI) was applied to 459 students studying in the 6th grade of middle school. Relational screening model was used in the research. Data were analyzed by t-test, one-way analysis of variance (ANOVA), Pearson Correlation Analysis and Regression Analysis (p <0.05).The results of the study revealed that the metacognitive awareness of sixth grade students was at an appropriate level. At the same time, it was found that the relationship between metacognitive awareness and problem solving skills was significant and moderate. It is also determined that mathematical problem-solving skills are a significant predictor of metacognitive awareness. There is also no difference in problem solving skills according to sex, but it turns out that there is a differentiation in favor of girls in metacognition awareness. When problem solving and metacognitive awareness were examined in terms of income level, it was observed that there was no difference in metacognition awareness, but problem solving skills differed according to income level.