The relationship between metacognitive awareness levels of secondary school students and mathematical metacognitive awareness levels

The aim of this study is to determine the general metacognitive awareness levels and mathematical metacognition awareness levels of secondary school students and to examine the relationship between them.. The sample of the study is composed of 5,6,7 and 8th grade students of secondary schools in 2017-2018 academic terms from two middle schools in Şahinbey, Gaziantep. Junior Metacognitive Awareness Inventory B Form and Mathematical Metacognition Awareness Inventory are used as a data collection tool in order to measure the metacognitive awareness and the mathematics course metacognitive awareness, respectively. Descriptive analysis and corellation are used to analysis data. According to the results of the research, general metacognitive awareness and mathematical metacognitive awareness of secondary school students are sufficient. At this study, there is .768 value positive corellation between scales of Junior Metacognitive Awareness Inventory B Form and Mathematical Metacognition Awareness Inventory. Therefore, it is proposed to give importance to metacognition in education process and to teach with supporting metacognitive skills appropriate to the students' levels. Opportunities should be created for learning which is based on metacognitive strategies, especially in mathematics courses.