Abstract:

In our country, the importance of problem solving in the mathematics curriculum has been emphasized. On the other hand, it is known that the individuals with high cognitive ability, showed a better performance during problem solving. In this regard, metacognition should be an important tool that the teachers give in problem solving activities in the class. Therefore, in the present research, problem solving environments, the behaviours of mathematics teachers to promote the students’ metacognition were investigated in detail. The research participants were consisted of 4 mathematics teachers who employed in schools connected to the city center of Kırşehir. Observation chart and interviews, developed by the researcher, were used as the data collection instruments. Data, from the study, were analysed by using quantitative and qualitative data analysis methods. Consequently, most of the teachers are observed to focus more on planning step of promoting the students’ metacognition

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