An investigation of the development of primary school students' metacognitive and problem-solving skills in a metacognition-based mathematics learning environment

Metacognition is a cognitive process that includes individuals' skills in planning, predicting, monitoring, and evaluating. It has been widely discussed in national and international literature that metacognitive instructional practices improve students' thinking processes. However, the limited number of practical studies at the primary school level reveals the need for further research in this field. The main aim of this study is to examine the effect of a metacognition-focused mathematics learning environment on the metacognitive skills of 3rd and 4th grade primary school students. The research was designed using a convergent parallel mixed-methods approach. Quantitative and qualitative data were collected simultaneously, analyzed independently, and then integrated. In the quantitative dimension, a quasi-experimental design without a control group was used, and a one-group pre-test–post-test model was applied. The Metacognitive Awareness Scale adapted into Turkish by Karakelle and Saraç (2007) and the Problem-Solving Scale for Primary Schools developed within the scope of the research were used as data collection tools. The paired samples t-test was conducted for data analysis. In the qualitative part, semi-structured interview forms, personal information forms, and students' thinking journals reflecting their metacognitive processes were used. Qualitative data were analyzed using descriptive analysis. The study group consisted of 3rd and 4th grade students studying at a private school in the 2022–2023 academic year. The sample included 122 third-grade and 93 fourth-grade students, totaling 215 participants. Validity and reliability were ensured through triangulation. During the implementation process, mathematics activities including four basic operations were carried out over 12 weeks based on the IMPROVE strategy developed by Mevarech and Kramarski (1997). According to the research findings, the metacognition-focused mathematics learning environment significantly improved students' metacognitive skills. The results of the pre-test and post-test showed a statistically significant difference in favor of the post-test. An analysis of the third graders' thinking journals indicated the highest development was in the evaluation dimension, followed by planning and monitoring. Among fourth graders, the most improvement was also in evaluation, followed by planning, monitoring, and prediction. In conclusion, this study, conducted with a convergent parallel mixed-methods design, revealed that a metacognition-focused mathematics learning environment leads to significant improvements in primary school students' metacognitive and problem-solving skills. Based on the findings, suggestions are offered to promote metacognitive education at the primary level and integrate it into curricula.