An investigation of the effects of metacognition-supportive mathematics learning environments on students' metacognitive awareness and critical thinking

The purpose of this study is to examine the effects of metacognition-supportive mathematics learning environments on 6th-grade middle school students' metacognitive awareness levels, critical thinking dispositions, and mathematics achievement. The research was conducted using an experimental design. While instruction based on the IMPROVE model was implemented in the experimental group, teaching in the control group was carried out in line with the current curriculum of the Ministry of National Education (MoNE). The sample of the study consisted of a total of 100 sixth-grade students studying at a public middle school in Adana during the 2023–2024 academic year. Fifty students were assigned to the experimental group and 50 to the control group. Both groups were given a pre-test before instruction and a post-test after instruction. Three different measurement tools were used as data collection instruments in the study. To determine the students' metacognitive awareness levels in the mathematics learning process, the Mathematical Metacognitive Awareness Scale (MMAS), developed by Kaplan and Duran (2016), was employed. The scale, designed in a five-point Likert type, consists of 23 items and three sub-factors. To assess students' critical thinking dispositions, the Critical Thinking Disposition Scale (CTDS) was used. This scale was developed by researchers at the University of Florida (Irani et al., 2007) and adapted into Turkish by Ertaş-Kılıç and Şen (2014). The CTDS consists of 25 items in a five-point Likert structure. In addition, to measure students' academic achievement, a Mathematics Achievement Test (MAT) developed by the researcher was used. The test consists of 16 multiple-choice items. The results of the study revealed that metacognition-based learning environments had significant and positive effects on students' metacognitive awareness levels and mathematics achievement, while no significant difference was found in their critical thinking dispositions. Keywords: Metacognition, metacognitive awareness, critical thinking, ımprove instructional model, mathematics achievement, student-centered instruction