Metacognitive training for algebra teaching to high school students: An action research study

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dc.authorid0000-0002-2163-3769
dc.contributor.authorOkumus, Ozlem
dc.contributor.authorOzturk, Mesut
dc.date.accessioned2026-02-28T12:17:54Z
dc.date.available2026-02-28T12:17:54Z
dc.date.issued2024
dc.departmentBayburt Üniversitesi
dc.description.abstractMetacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. Mathematics mobilization is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research How can metacognitive strategies be developed in high school students' algebra learning? seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study's findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.
dc.identifier.doi10.1016/j.lmot.2024.102064
dc.identifier.issn0023-9690
dc.identifier.issn1095-9122
dc.identifier.scopus2-s2.0-85207893398
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1016/j.lmot.2024.102064
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6004
dc.identifier.volume88
dc.identifier.wosWOS:001350344500001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAcademic Press Inc Elsevier Science
dc.relation.ispartofLearning And Motivation
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260218
dc.subjectMetacognition
dc.subjectMetacognitive planning
dc.subjectMetacognitive monitoring
dc.subjectMotivation
dc.subjectAlgebra learning
dc.titleMetacognitive training for algebra teaching to high school students: An action research study
dc.typeArticle

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