Abstract:

Abstract The purpose of this study was to investigate the mediating effect of metacognitive strategies in the relationship between gender and mathematical reasoning skills. 350 eighth-grade students participated in the research. Data were obtained using the mathematical power scale and the metacognitive strategies scale. Reasoning and metacognitive strategies were compared based on gender by applying independent groups t-test. The mediating effect of metacognitive strategies was investigated using SPSS Process Macro model 4. The results showed that the mathematical reasoning skills of female students were higher than male students. In addition, female students used more metacognitive strategies in mathematics lessons. Metacognitive strategies partially mediated the gender difference in mathematical reasoning skills. By enabling male students to learn and use metacognitive strategies effectively, gender differences in mathematical reasoning skills can be reduced.

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