Abstract:

The purpose of this study is to examine whether there is a change about tenth-grade high school students' using metacognitive awareness strategies between before and after prospective teachers’s applying MEA. The sample of this study, selected by means of using easily accessible sampling method, consists of 55 high-school students in the tenth grade classes, where mathematical modeling activities are applied. In this study, weak experimental single group pre- and post-test design, which is one of the experimental design of quantitative approach, was used. Likert-type Metacognitive Awareness Inventory consisting of 52 items was used as a data collection tool and the data was analyzed by means of using paired sample t-test. According to the findings, no significant difference was found both the total scores of metacognitive awareness of tenth- grade high school students, to whom were applied mathematical modelling activities and the pre-test and post-test scores of metacognitive regulation which is one of the sub - dimensions of metacognitive awareness. However, significant statistical difference was found in the post-test of metacognitive knowledge.

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