An investigation of the relationships among 8th grade students' the procedural and conceptual knowledge in algebra, math problem solving attitude with metacognition through structural equation model

The aim of the this study is to examine 8th grade students' procedural and conceptual knowledge in algebra the relationships among math problem solving attitudes with metacognition. One of the quantitative research methods, predictive correlational research design was applied in the study. 8th grade students of five public schools in Denizli during the second semester of 2014-2015 academic year are forming the sample of the research. The total number of participants is 421. In order to evaluate students' conceptual knowledge on algebra, Conceptual Success Scale and Procedural Success Scale developed by the researcher was conducted in order to examine students' procedural and conceptual knowledge on algebra. Furthermore, Math Problem Solving Attitude Scale by developed Çanakçı (2008) and Metacognitive Awareness Inventory by developed Aydın and Ubuz (2007) were used. In the data analyzing confirmatory factor analyses and structural equitation model were examined. At the end of the study, a significant positive relationship was found between knowledge of metacognition, regulation of metacognition, math problem solving attitude factors and procedural knowledge scors. The resulting model of YEM knowledge of the metacognition factors that predict the attitude of math problem solving , math problem-solving attitude has been found to predict students' knowledge of the procedural. Hence in order to increase students' conceptual learning, metacognition and suggested to improve the preparation of teaching media skills that will allow them to create a positive attitude for math.