Abstract:

Abstract This study aims to examine the relationship between middle school students’ metacognitive awareness and their mathematics attitudes. The relational research model, one of the quantitative research methods, was used in the research. The study group of the research consists of 166 male and 184 female students studying in the fifth, sixth, seventh, and eighth grades of a middle school located in the east of Turkey. Metacognition awareness scale and attitude towards mathematics scale were used as data collection tools in the research. In the analysis of the data, the independent t-test was used to compare two independent groups, and the relationship between the variables was examined with the Pearson correlation coefficient. The results show that there is a positive and significant relationship between the metacognitive awareness of middle school students and their attitudes toward mathematics. It was determined that there was no significant difference between students’ metacognitive awareness and mathematics attitudes according to their gender, only the problem-solving sub-dimension score values of the attitude scale differed significantly in favor of female students.

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