Examination of the relationship between 7th grade students' mathematical metacognition awareness, problem-solving attitudes and problem solving skills

This research aims to examine the Mathematical metacognition awareness, attitude towards problem solving and abilities to problem solving of 7th grade students and find out the correlation between them. Besides, the mathematical metacognition awareness, attitudes towards problem solving and abilities to solve problems of 7th grade students have been analyzed in terms of the variances such as; gender, educational status of parents and the success in maths. This research has been applied to 7th grade students in 2019-2020 education year in Menteşe, Dalaman, Fethiye (Muğla). In this research; "Mathematical Metacognition Awareness Scale", developed by Kaplan and Duran (2016), is used to examine mathematical metacognition awareness level of the students; "Mathematical Problem Solving Attitude Scale", developed for the students in secondary school by Çanakçı (2008), is used to identify the attitudes towards problem solving. Also, problem solving ability test, prepared by the researcher, is used to identify the levels of students' abilities in problem solving. "Rubric", developed by Gündüz Sefer (2006) to examine on problem solving abilities, is used for scoring the problem solving ability test. The obtained data is evaluated by using SPSS 22.0 statistical packet programme. One of the quantitative research designs; correlational survey model is applied. Data is analyzed with t-test, one-way analysis of variance (One-Way ANOVA) and multiple linear regression analysis. In the result of the research, it is identified that 7th grade students have high mathematical metacognition awareness, positive attitudes towards problem solving and problem solving abilities above the average. Meanwhile, it is observed that only the variance of the success in maths creates a significant difference in mathematical metacognition awareness, attitudes towards problem solving and abilities of solving problems. It is concluded that attitudes towards problem solving and abilities for solving problems are the predictors of mathematical metacognition awareness.