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Delving into the Critical Thinking Skills of Pre-Service Mathematics Teachers with Their Metacognitive Awareness

Yıl 2024, Cilt: 11 Sayı: 6, 280 - 299, 01.11.2024

Fatma Erdoğan , Sinan Kalkan

https://doi.org/10.17275/per.24.90.11.6

Öz

Metacognitive awareness (MA) and critical thinking (CT) are crucial higher-order thinking skills in mathematics education. MA and CT skills of pre-service teachers are considered important predictors of their future teaching practices in the teaching and learning of mathematics. In this context, the study examines the potential effects of socio-demographic (e.g., gender) and academic variables (e.g., academic year and academic achievement) on MA and CT skills of pre-service mathematics teachers (PSTs). Additionally, the aim of this study is to explore the relationship between the MA and CT skills of PSTs. Employing a quantitative research methodology, the study was structured around a correlational model. It involved 218 PSTs, using the “MA Inventory” and “CT Standards Scale” for data collection. The data were analyzed through independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis. The findings indicate that PSTs possess a high level of MA and CT skills. Significant differences in MAs of PSTs were observed with respect to academic year and academic achievement, while the CT skills of PSTs showed significant differences concerning gender and academic achievement. A strong, positive, and significant correlation was found between MA and CT skills of PSTs. Furthermore, the MAs of PSTs were identified as a significant predictor of their CT skills, explaining 38% of the variance in CT skills.

Anahtar Kelimeler

critical thinking metacognition higher education pre-service teacher mathematics education

Etik Beyan

Ethics committee permission information Name of the ethical review committee: Fırat University Rectorate Social and Humanities Research Ethics Committee Date of ethical review decision: 23.05.2019 Number of meeting: 26 Decision no: 10 Ethics assessment certificate number number: 97132852/302.14.01/

Kaynakça

  • Akcaoğlu, M. Ö., Mor, E., & Külekçi, E. (2023). The mediating role of metacognitive awareness in the relationship between critical thinking and self-regulation. Thinking Skills and Creativity, 47, Article 101187. https://doi.org/10.1016/j.tsc.2022.101187
  • Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678.
  • As’ari, A. R., Mahmudi, A., & Nuerlaelah, E. (2017). Our prospective mathematic teachers are not critical thinkers yet. Journal on Mathematics Education, 8(2), 145–156. https://doi.org/10.22342/jme.8.2.3961.145- 156
  • Aybek, B., Aslan, S., Dincer, S., & Arısoy, B. C. (2015). Critical thinking standards scale for the teacher candidates: Study of validity and reliability. Educational Administration: Theory and Practice, 21(1), 25-50.
  • Baş, F. (2016). Pre-service secondary mathematics teachers' metacognitive awareness and metacognitive behaviours in problem solving processes. Universal Journal of Educational Research, 4(4), 779-801.
  • Biber, A. C, Tuna, A., & İncikabi, L. (2013). An investigation of critical thinking dispositions of mathematics teacher candidates. Educational Research, 4(2), 109-117.
  • Brown, T. (2004). Critical thinking and learning: an encyclopedia for parents and teachers: Bloom’s taxonomy and critical thinking. Greenwood Press.
  • Carter, R. A., Zhang, L., Hunt, T. L., Bloom, L., Wilder, T. L., Yang, S., & Parsons, C. (2023). Educator preparation: A multi-discipline analysis of standards to promote critical thinking. Teachers & Teaching: Theory & Practice, 29(4), 422–438. https://doi.org/10.1080/13540602. 2023.2191184
  • Deniz, D., Küçük, B., Cansız, Ş., Akgün, L., & İşleyen, T. (2014). Examining metacognitive awareness of prospective secondary school mathematics teachers in terms of some variables. Kastamonu Education Journal, 22(1), 305-320.
  • Dennis, J. L., & Somerville, M. P. (2023). Supporting thinking about thinking: Examining the metacognition theory-practice gap in higher education. Higher Education, 86(1), 99-117. https://doi.org/10.1007/s10734-022-00904-x
  • Deringöl, Y. (2017). Determining critical thinking standards of teacher candidates. Igdır University Journal of Social Sciences, 13, 44-65.
  • Desoete, A., & De Craene, B. (2019). Metacognition and mathematics education: An overview. ZDM, 51(4), 565-575.
  • Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes, Insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13, 127–157. https://doi.org/10.1007/s11409-018-9181-x
  • Ekici, F., Ulutaş, B., & Atasoy, B. (2019). An investigation of preservice teachers’ levels of metacognitive awareness in terms of certain variables. Bartın University Journal of Faculty of Education, 8(3), 1035-1054. https://doi.org/10.14686/buefad.566640
  • Ellerton, P. (2015). Metacognition in critical thinking: Some pedagogical imperatives. In M. Davis (Ed.), Palgrave handbook of critical thinking in higher education (pp. 409–426). Palgrave Macmillan.
  • Ennis, R. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165-184.
  • Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The California Academic Press.
  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160. https://doi.org/10.3758/BRM.41.4.1149
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.
  • Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., & Kim, Y. W. (2017). A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71–83. https://doi.org/10.1016/j.tsc.2017.06.002
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Gutierrez, A. P., & Montoya, D. (2023). Exploring the relation between metacognition, gender and personality in Colombian University students. Psykhe, 32(2), 1-21. https://doi.org/10.7764/psykhe.2021.30793
  • Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training and metacognitive monitoring. American Psychologist, 53(4), 449-455.
  • Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th Ed.). Psychology Press.
  • Hashmi, A., Khalid, M., & Shoaib, A. (2019). A cross-sectional study of assessing metacognitive knowledge and metacognitive regulatory skills among prospective teachers and its relation to their academic achievement. Bulletin of Education and Research, 41(2), 215- 234.
  • Incikabi, L., Tuna, A., & Biber, A. C. (2013). An analysis of mathematics teacher candidates' critical thinking dispositions and their logical thinking skills. Journal of International Education Research, 9(3), 257–267.
  • Kandemir, M. A. (2017). Investigation of critical thinking tendency levels of classroom and elementary mathematics teacher candidates in terms of some variables. Turkish Studies, 12(6), 453-474.
  • Karaoğlan-Yılmaz, F. G., Yılmaz, R., Üstün, A. B, & Keser, H. (2019). Examination of critical thinking standards and academic self-efficacy of teacher candidates as a predictor of metacognitive thinking skills through structural equation modelling. Journal of Theoretical Educational Science, 12(4), 1239-1256.
  • Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023). Teachers as learners and agents of self-regulated learning: The importance of different teachers’ competence aspects for promoting metacognition. Teaching and Teacher Education, 125, Article 104055.
  • Kozikoglu, I. (2019). Investigating critical thinking in prospective teachers: Metacognitive skills, problem solving skills and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
  • Kramarski, B., & Kohen, Z. (2017). Promoting pre-service teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts. Metacognition and Learning, 12(2), 157-191.
  • Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5, 251–267.
  • Kuzle, A. (2018). Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving. Mathematics Education Research Journal, 30, 185–207. https://doi.org/10.1007/s13394-017-0227-1
  • Laamena, C. M., & Laurens, T. (2021). Mathematical literacy ability and metacognitive characteristics of mathematics pre-service teacher. Infinity Journal, 10(2), 259-270.
  • Le, V. H., & Chong, S. L. (2024). The dynamics of critical thinking skills: A phenomenographic exploration from malaysian and vietnamese undergraduates. Thinking Skills and Creativity, 51, Article 101445. https://doi.org/10.1016/j.tsc.2023.101445
  • Lemieux, C. L., Collin, C. A., & Watier, N. N. (2019). Gender differences in metacognitive judgments and performance on a goal-directed wayfinding task. Journal of Cognitive Psychology, 31(4), 453-466. https://doi.org/10.1080/20445911.2019.1625905
  • Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, Article 101069. https://doi.org/10.1016/j.tsc.2022.101069
  • Liu, Y., & Pásztor, A. (2023). Survey on the influential demographic factors of Chinese undergraduate students’ critical thinking disposition: Evidence from plausible values. Thinking Skills and Creativity, 50, Article 101397. https://doi.org/10.1016/j.tsc.2023.101397
  • Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition Learning, 5(2), 137-156. https://doi.org/10.1007/s11409-010-9054-4.
  • Ministry of National Education. (2017). General competencies of teaching profession. General Directorate of Teacher Training and Development.
  • Muncer, G., Higham, P. A., Gosling, C. J., Cortese, S., Wood-Downie, H., & Hadwin, J. A. (2022). A meta-analysis investigating the association between metacognition and math performance in adolescence. Educational Psychology Review, 34, 301–334.
  • Ossa, C. J., Rivas, S. F., & Saiz, C. (2023) Relation between metacognitive strategies, motivation to think, and critical thinking skills. Frontiers in Psychology, 14, Article 1272958. https://doi.org/10.3389/fpsyg.2023.1272958
  • Özturan-Sağırlı, M., Baş, F. & Bekdemir, M. (2020). The relationship between teacher candidates’ metacognitive awareness levels and achievements. Journal of Bayburt Education Faculty, 15(29), 1-22. https://doi.org/10.35675/befdergi.464806
  • P21. (2019). Framework for 21st century learning definitions. http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf.
  • Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS program (6th Ed.). McGraw-Hill Education.
  • Peter, E. E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39-43. https://doi.org/10.5897/AJMCSR11.161
  • Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology,13, Article 913219. https://doi.org/10.3389/fpsyg.2022.913219
  • Romero-Ariza, M., Quesada-Armenteros, A., & Estepa-Castro, A. (2024). Promoting critical thinking through mathematics and science teacher education: The case of argumentation and graphs interpretation about climate change. European Journal of Teacher Education, 47(1), 41-59. https://doi.org/10.1080/02619768.2021.1961736
  • Rott, B. (2021). Inductive and deductive justification of knowledge: Epistemological beliefs and critical thinking at the beginning of studying mathematics. Educational Studies in Mathematics, 106(1), 117-132.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
  • Schoenfeld, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics (reprint). Journal of Education, 196(2). https://doi.org/10.1177/002205741619600202
  • Sezgin-Memnun, D., & Akkaya, R. (2012). An investigation of pre-service primary school mathematics, science and classroom teachers’ metacognitive awareness in terms of knowledge of and regulation of cognition. Journal of Theoretical Educational Science, 5(3), 312-329.
  • Soliemanifar, O., Nikoubakht, A., & Shaabani, F. (2022). The relationship between trait mindfulness and critical thinking: The mediating effect of metacognitive awareness. Psychological Studies, 67(2), 139–149. https://doi.org/10.1007/s12646-021-00633-8
  • Stewart, P. W., Cooper, S.S., & Moulding, L. R. (2007). Metacognitive development in professional educators. The Researcher, 21(1), 32-40.
  • Su, H. F., Ricci, F.A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. Journal of Research in Education and Science, 2(1), 190-200.
  • Urban, M., & Urban, K. (2024). Does metacognition matter in creative problem-solving? A mixed-methods analysis of writing. The Journal of Creative Behavior. Advanced online publication https://doi.org/10.1002/jocb.630
  • Veenman, M. V. J., & van Cleef, D. (2019). Measuring metacognitive skills for mathematics: Students’ self-reports vs. online assessment methods. ZDM Mathematics Education, 51(4), 691–701. https://doi.org/10.1007/s11858-018-1006-5
  • Wafubwa, R. N., Csíkos, C., & Opoku-Sarkodie, R. (2022). In-service mathematics teachers’ conception and perceptions of metacognition in their teaching experience. SN Social Sciences, 2(2), 1-21.
  • Wilson, D., & Conyers, M. (2016). Teaching students to drive their brains: Metacognitive strategies, activities, and lesson ideas. ASCD.
  • Yorgancı, S. (2016). Critical thinking dispositions of pre-service mathematics teachers. Participatory Educational Research, 3(3), 36-46.
  • Yüksel, N. S., Sarı-Uzun, M., & Dost, Ş. (2013). Critical thinking tendencies of prospective mathematics teachers. Hacettepe University Journal of Education, Special issue (1), 393-403.
  • Zhao, Y., Liu, Y., & Wu, H. (2024). Relationships among critical thinking disposition components of Chinese undergraduates: A moderated mediating effect analysis. International Journal of Educational Research, 124, Article 102306. https://doi.org/10.1016/j.ijer.2023.102306
  • Zohar, A., & Ben-Ari, G. (2022). Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking. Metacognition and Learning, 17, 855-895. https://doi.org/10.1007/s11409-022-09310-1

Yıl 2024, Cilt: 11 Sayı: 6, 280 - 299, 01.11.2024

Fatma Erdoğan , Sinan Kalkan

https://doi.org/10.17275/per.24.90.11.6

Öz

Kaynakça

  • Akcaoğlu, M. Ö., Mor, E., & Külekçi, E. (2023). The mediating role of metacognitive awareness in the relationship between critical thinking and self-regulation. Thinking Skills and Creativity, 47, Article 101187. https://doi.org/10.1016/j.tsc.2022.101187
  • Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678.
  • As’ari, A. R., Mahmudi, A., & Nuerlaelah, E. (2017). Our prospective mathematic teachers are not critical thinkers yet. Journal on Mathematics Education, 8(2), 145–156. https://doi.org/10.22342/jme.8.2.3961.145- 156
  • Aybek, B., Aslan, S., Dincer, S., & Arısoy, B. C. (2015). Critical thinking standards scale for the teacher candidates: Study of validity and reliability. Educational Administration: Theory and Practice, 21(1), 25-50.
  • Baş, F. (2016). Pre-service secondary mathematics teachers' metacognitive awareness and metacognitive behaviours in problem solving processes. Universal Journal of Educational Research, 4(4), 779-801.
  • Biber, A. C, Tuna, A., & İncikabi, L. (2013). An investigation of critical thinking dispositions of mathematics teacher candidates. Educational Research, 4(2), 109-117.
  • Brown, T. (2004). Critical thinking and learning: an encyclopedia for parents and teachers: Bloom’s taxonomy and critical thinking. Greenwood Press.
  • Carter, R. A., Zhang, L., Hunt, T. L., Bloom, L., Wilder, T. L., Yang, S., & Parsons, C. (2023). Educator preparation: A multi-discipline analysis of standards to promote critical thinking. Teachers & Teaching: Theory & Practice, 29(4), 422–438. https://doi.org/10.1080/13540602. 2023.2191184
  • Deniz, D., Küçük, B., Cansız, Ş., Akgün, L., & İşleyen, T. (2014). Examining metacognitive awareness of prospective secondary school mathematics teachers in terms of some variables. Kastamonu Education Journal, 22(1), 305-320.
  • Dennis, J. L., & Somerville, M. P. (2023). Supporting thinking about thinking: Examining the metacognition theory-practice gap in higher education. Higher Education, 86(1), 99-117. https://doi.org/10.1007/s10734-022-00904-x
  • Deringöl, Y. (2017). Determining critical thinking standards of teacher candidates. Igdır University Journal of Social Sciences, 13, 44-65.
  • Desoete, A., & De Craene, B. (2019). Metacognition and mathematics education: An overview. ZDM, 51(4), 565-575.
  • Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes, Insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13, 127–157. https://doi.org/10.1007/s11409-018-9181-x
  • Ekici, F., Ulutaş, B., & Atasoy, B. (2019). An investigation of preservice teachers’ levels of metacognitive awareness in terms of certain variables. Bartın University Journal of Faculty of Education, 8(3), 1035-1054. https://doi.org/10.14686/buefad.566640
  • Ellerton, P. (2015). Metacognition in critical thinking: Some pedagogical imperatives. In M. Davis (Ed.), Palgrave handbook of critical thinking in higher education (pp. 409–426). Palgrave Macmillan.
  • Ennis, R. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165-184.
  • Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The California Academic Press.
  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160. https://doi.org/10.3758/BRM.41.4.1149
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.
  • Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., & Kim, Y. W. (2017). A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71–83. https://doi.org/10.1016/j.tsc.2017.06.002
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Gutierrez, A. P., & Montoya, D. (2023). Exploring the relation between metacognition, gender and personality in Colombian University students. Psykhe, 32(2), 1-21. https://doi.org/10.7764/psykhe.2021.30793
  • Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training and metacognitive monitoring. American Psychologist, 53(4), 449-455.
  • Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th Ed.). Psychology Press.
  • Hashmi, A., Khalid, M., & Shoaib, A. (2019). A cross-sectional study of assessing metacognitive knowledge and metacognitive regulatory skills among prospective teachers and its relation to their academic achievement. Bulletin of Education and Research, 41(2), 215- 234.
  • Incikabi, L., Tuna, A., & Biber, A. C. (2013). An analysis of mathematics teacher candidates' critical thinking dispositions and their logical thinking skills. Journal of International Education Research, 9(3), 257–267.
  • Kandemir, M. A. (2017). Investigation of critical thinking tendency levels of classroom and elementary mathematics teacher candidates in terms of some variables. Turkish Studies, 12(6), 453-474.
  • Karaoğlan-Yılmaz, F. G., Yılmaz, R., Üstün, A. B, & Keser, H. (2019). Examination of critical thinking standards and academic self-efficacy of teacher candidates as a predictor of metacognitive thinking skills through structural equation modelling. Journal of Theoretical Educational Science, 12(4), 1239-1256.
  • Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023). Teachers as learners and agents of self-regulated learning: The importance of different teachers’ competence aspects for promoting metacognition. Teaching and Teacher Education, 125, Article 104055.
  • Kozikoglu, I. (2019). Investigating critical thinking in prospective teachers: Metacognitive skills, problem solving skills and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
  • Kramarski, B., & Kohen, Z. (2017). Promoting pre-service teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts. Metacognition and Learning, 12(2), 157-191.
  • Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5, 251–267.
  • Kuzle, A. (2018). Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving. Mathematics Education Research Journal, 30, 185–207. https://doi.org/10.1007/s13394-017-0227-1
  • Laamena, C. M., & Laurens, T. (2021). Mathematical literacy ability and metacognitive characteristics of mathematics pre-service teacher. Infinity Journal, 10(2), 259-270.
  • Le, V. H., & Chong, S. L. (2024). The dynamics of critical thinking skills: A phenomenographic exploration from malaysian and vietnamese undergraduates. Thinking Skills and Creativity, 51, Article 101445. https://doi.org/10.1016/j.tsc.2023.101445
  • Lemieux, C. L., Collin, C. A., & Watier, N. N. (2019). Gender differences in metacognitive judgments and performance on a goal-directed wayfinding task. Journal of Cognitive Psychology, 31(4), 453-466. https://doi.org/10.1080/20445911.2019.1625905
  • Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, Article 101069. https://doi.org/10.1016/j.tsc.2022.101069
  • Liu, Y., & Pásztor, A. (2023). Survey on the influential demographic factors of Chinese undergraduate students’ critical thinking disposition: Evidence from plausible values. Thinking Skills and Creativity, 50, Article 101397. https://doi.org/10.1016/j.tsc.2023.101397
  • Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition Learning, 5(2), 137-156. https://doi.org/10.1007/s11409-010-9054-4.
  • Ministry of National Education. (2017). General competencies of teaching profession. General Directorate of Teacher Training and Development.
  • Muncer, G., Higham, P. A., Gosling, C. J., Cortese, S., Wood-Downie, H., & Hadwin, J. A. (2022). A meta-analysis investigating the association between metacognition and math performance in adolescence. Educational Psychology Review, 34, 301–334.
  • Ossa, C. J., Rivas, S. F., & Saiz, C. (2023) Relation between metacognitive strategies, motivation to think, and critical thinking skills. Frontiers in Psychology, 14, Article 1272958. https://doi.org/10.3389/fpsyg.2023.1272958
  • Özturan-Sağırlı, M., Baş, F. & Bekdemir, M. (2020). The relationship between teacher candidates’ metacognitive awareness levels and achievements. Journal of Bayburt Education Faculty, 15(29), 1-22. https://doi.org/10.35675/befdergi.464806
  • P21. (2019). Framework for 21st century learning definitions. http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf.
  • Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS program (6th Ed.). McGraw-Hill Education.
  • Peter, E. E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39-43. https://doi.org/10.5897/AJMCSR11.161
  • Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology,13, Article 913219. https://doi.org/10.3389/fpsyg.2022.913219
  • Romero-Ariza, M., Quesada-Armenteros, A., & Estepa-Castro, A. (2024). Promoting critical thinking through mathematics and science teacher education: The case of argumentation and graphs interpretation about climate change. European Journal of Teacher Education, 47(1), 41-59. https://doi.org/10.1080/02619768.2021.1961736
  • Rott, B. (2021). Inductive and deductive justification of knowledge: Epistemological beliefs and critical thinking at the beginning of studying mathematics. Educational Studies in Mathematics, 106(1), 117-132.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
  • Schoenfeld, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics (reprint). Journal of Education, 196(2). https://doi.org/10.1177/002205741619600202
  • Sezgin-Memnun, D., & Akkaya, R. (2012). An investigation of pre-service primary school mathematics, science and classroom teachers’ metacognitive awareness in terms of knowledge of and regulation of cognition. Journal of Theoretical Educational Science, 5(3), 312-329.
  • Soliemanifar, O., Nikoubakht, A., & Shaabani, F. (2022). The relationship between trait mindfulness and critical thinking: The mediating effect of metacognitive awareness. Psychological Studies, 67(2), 139–149. https://doi.org/10.1007/s12646-021-00633-8
  • Stewart, P. W., Cooper, S.S., & Moulding, L. R. (2007). Metacognitive development in professional educators. The Researcher, 21(1), 32-40.
  • Su, H. F., Ricci, F.A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. Journal of Research in Education and Science, 2(1), 190-200.
  • Urban, M., & Urban, K. (2024). Does metacognition matter in creative problem-solving? A mixed-methods analysis of writing. The Journal of Creative Behavior. Advanced online publication https://doi.org/10.1002/jocb.630
  • Veenman, M. V. J., & van Cleef, D. (2019). Measuring metacognitive skills for mathematics: Students’ self-reports vs. online assessment methods. ZDM Mathematics Education, 51(4), 691–701. https://doi.org/10.1007/s11858-018-1006-5
  • Wafubwa, R. N., Csíkos, C., & Opoku-Sarkodie, R. (2022). In-service mathematics teachers’ conception and perceptions of metacognition in their teaching experience. SN Social Sciences, 2(2), 1-21.
  • Wilson, D., & Conyers, M. (2016). Teaching students to drive their brains: Metacognitive strategies, activities, and lesson ideas. ASCD.
  • Yorgancı, S. (2016). Critical thinking dispositions of pre-service mathematics teachers. Participatory Educational Research, 3(3), 36-46.
  • Yüksel, N. S., Sarı-Uzun, M., & Dost, Ş. (2013). Critical thinking tendencies of prospective mathematics teachers. Hacettepe University Journal of Education, Special issue (1), 393-403.
  • Zhao, Y., Liu, Y., & Wu, H. (2024). Relationships among critical thinking disposition components of Chinese undergraduates: A moderated mediating effect analysis. International Journal of Educational Research, 124, Article 102306. https://doi.org/10.1016/j.ijer.2023.102306
  • Zohar, A., & Ben-Ari, G. (2022). Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking. Metacognition and Learning, 17, 855-895. https://doi.org/10.1007/s11409-022-09310-1
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Yükseköğretim Çalışmaları (Diğer)
Bölüm Research Articles
Yazarlar

Fatma Erdoğan 0000-0002-4498-8634

Sinan Kalkan 0000-0001-6890-6421

Erken Görünüm Tarihi 8 Kasım 2024
Yayımlanma Tarihi 1 Kasım 2024
Gönderilme Tarihi 23 Eylül 2024
Kabul Tarihi 20 Ekim 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 11 Sayı: 6

Kaynak Göster

APA Erdoğan, F., & Kalkan, S. (2024). Delving into the Critical Thinking Skills of Pre-Service Mathematics Teachers with Their Metacognitive Awareness. Participatory Educational Research, 11(6), 280-299. https://doi.org/10.17275/per.24.90.11.6
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