Investigation of middle school students' metacognition by using multi-method interview technique

The aim of this study is to monitor and evaluate the metacognition of sixth and eighth grade middle school students in non-routine mathematical problem-solving process with Multi-Method Interview Technique (MMI) and to get more information about the nature of their metacognition. The participants consist of sixth and eighth grade students from a public school in Gaziantep province. The participants who have high, intermediate, and low-level mathematics achievement were selected by using purposive sampling. The data of qualitatively designed research were collected with non-routine problems, action cards sorting activity, audio and video recording, and researcher notes during problem-based clinical interviews. The data obtained were analyzed within the framework of metacognition model including awareness, arrangement and evaluation functions. The results of this research indicated that there were both similarities and differences between the reported metacognitive functions and metacognitive and cognitive actions and metacognitive structures of sixth and eighth grade students in the problem-solving process. The results of this research also demonstrated that the metacognitive model was both a valid model including awareness, regulation evaluation functions and MMI technique was an appropriate technique for monitoring and evaluating the metacognition of middle school students.