Investigation of the relationship between middle school students' mathematical metacognitive awareness and their reflective thinking skills for problem solving

The aim of this study is to examine the relationship between the mathematical metacognitive awareness levels of middle school students and their reflective thinking skills for problem solving. In addition, it was investigated whether there were significant differences according to gender, grade level and mathematical achievement. The relational screening model was used in the study. The sample of the study consisted of a total of 768 middle school students (400 girls, 368 boys) studying in Kütahya province. Data were collected using the Personal Information Form, Mathematical Metacognitive Awareness Scale and Reflective Thinking Skills Scale for Problem Solving. Independent samples t-test, one-way ANOVA, Pearson product-moment correlation coefficient were used in the analysis of the data. The results revealed significant differences in both mathematical metacognitive awareness and reflective thinking skills for problem solving according to gender, mathematical achievement and grade level. Furthermore, a significant and moderately positive relationship was found between reflective thinking skills for problem solving and mathematical metacognitive awareness.