Investigation of the relationship between metacognitive and logical thinking and mathematical problem solving skills of high school students

The purpose of this research is to investigate the relationship between metacognitive and logical thinking and mathematical problem solving skills of high school students. Relational scanning model, which is one of the general scanning model types, was used in this research. Criterion sampling method, that is one of the purposive sampling methods was picked as research sample. This is a quantitative research. The research sample consistsed of 442 students who are studying at 9th, 10th, and 11th grades of an Anatolian and a Science High Schools in Adana during the second term of the 2019-2020 academic year. To assess of the students' metacognitive skill levels ''Metacognitive Scale'', to assess of their logical thinking levels ''The Logical Thinking Ability Test'' , to assess of their mathematical problem solving skills ''The Mathematical Problem Solving Test'' was used. In the analysis of the gathered quantitative data; descriptive statistics, independent groups t test, regression analysis, one-way analysis of variance and Pearson product-moment correlation analysis were used. When the results of this study were examined, a moderate positive correlation was found between the students'metacognitive and logical thinking with Mathematical problem solving skills. Metacognitive and logical thinking skills significantly predicted problem solving skills. Metacognitive and logical thinking skills explained 38 percent of mathematical problem solving skills. Statistically satisfactory difference was found between the daily hours of study and the grade at the report card in Math lessons at the end of the term with the metacognitive thinking levels, while there was no satisfactory difference between gender, class and school type. Statistically satisfactory difference was found between the class and school type with the logical thinking levels, while there was no satisfactory difference between gender and the grade at the report card in Math lessons at the end of the term. Statistically satisfactory difference was found between gender, class, school type and the grade at the report card in Math lessons at the end of the term with mathematical problem solving skills. Keywords: Metacognitive thinking skill, logical thinking skill, mathematical problem solving skill