Elementary School Mathematics Teacher Trainees Metacognitive Awareness Levels: Turkey Case

Abstract

The aim of this research is to determine the metacognitive awareness levels of elementary mathematics teacher trainees and to investigate whether their awareness differs according to gender and class level. We also investigate the relationship between the metacognitive awareness levels of trainee mathematics teachers and their overall performance course grades. The Metacognitive Awareness Inventory, developed by Schraw and Dennison (1994) and adapted into Turkish by Ak?n, Abac? and tin (2007), was implemented with a total of 153 mathematics teacher trainees. Analysis of the data collected suggests that most of the mathematics teacher trainees have a high level of metacognitive awareness. There was no significant difference between the metacognitive awareness levels of mathematics teacher trainees by gender or by class levels. There was a low level, positive relationship between their metacognitive awareness levels and their overall performance on university course grades.