Özet:

Abstract The aim of this study is to find out in what extent cognitive skills and cognitive coaching approach is used in teaching mathematics. Mainly graduate students view and experiences were taken as the data source. The research is a descriptive study. The population of the study was 67 MA students taught at Curriculum and Instruction Department of Çukurova University in the 2008-2009 academic years. A Cognitive Couching Questionnaire (CCQ) was formed by the researchers in order to figure out to what extend the teachers apply Cognitive Coaching Approach in their classrooms. The data obtained from the questionnaires were analyzed through the SPSS 15.0 statistical package program. The means and standard deviations were presented descriptively and then, one-way analysis of variance (ANOVA) and independent samples t test were applied. In conclusion, teachers apply planning, thinking and evaluation aspects of the cognitive coaching approach in their activities. Keywords: Cognitive coaching, Metacognition, metacognitive strategies, Mathematics Teaching

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