How play supported learning environment affect the 3rd grade student's metacognitive awareness and metacognitive strategy usage skills on number patterns?

In this study, mixed method was used in order to understand whether third grade students of game-supported teaching environment contribute to metacognitive awareness about number patterns and whether they contribute to metacognitive strategy use. Experimental group of 20 persons and control group of 20 persons were formed in the quantitative part, game assisted mathematics teaching was applied to the experiment group with the semi experimental model while the presentation strategy was applied to the control group. In the descriptive part, a semi-structured interview technique was used to see the metacognitive awareness of the six students in the experimental group and their ability to use the strategies. Negotiations helped explain the descriptive part of the video recordings and observation reports taken during the games played during the implementation process. A 20-question data collection instrument, prepared by using questions based on expert opinion and unit evaluation tests, was applied as a pretest success-posttest success and retention success test to measure the success of experiment and control groups. According to the results of the pre- and post-test success test analysis, there was no significant difference between the achievement averages of the students in the control group that showed that the game-supported teaching environment increased math success in mathematics teaching. As a result of the interviews, it was seen that the game-supported teaching environment increased the students' metacognitive awareness and the ability to use metacognition strategies. Keywords: Metacognitive awareness, Metacognitive strategies, Teaching math's , Teaching with game sopperted, Number patterns