Özet:

The purpose of this study is to describe mathematics teachers’ profiles regarding factors affecting their promotion of students’ metacognition through developing profiling tools. Therefore, four factors from the Framework for Analysing Mathematics Teaching for the Advancement of Metacognition-FAMTAM (Ader, 2009) were used.  The sample includes 314 middle and secondary school mathematics teachers. In this study, associational research designs were adopted. Findings indicated that mathematics teachers’ conceptualizations of metacognition were parallel with those commonly accepted in the literature. Teachers’ responses indicated their awareness of students’ characteristics and needs. They stated that they were in favor of a learning environment where mathematical authority was exercised by students. They also stated that they perceived high external pressure from various factors influencing their promotion of students’ metacognition.

Anahtar Kelimeler: