Investigation of the Effect of Writing Activities for Learning Purposes on Metacognitive Awareness in the Context of Mathematics Course

In this study, the effect of writing for learning activities on metacognitive awareness was investigated in the context of mathematics course. The study group of this research, which was conducted with a pretest-posttest control group quasi-experimental design method, consisted of 39 students (4th grade) selected by convenience sampling method. Data were collected using the “Metacognitive Awareness Scale for Children (MCAS-C) A form and writing for learning activities. The data were analyzed using SPSS. 26 program. As a result of the study, it was determined that writing for learning activities positively affected the knowledge of cognition sub-dimension and total metacognitive awareness in mathematics lesson, although not significantly, but did not cause any effect on the organization of cognition sub-dimension. This result makes the study different in terms of the fact that no significant difference was obtained in metacognitive awareness and all its sub-dimensions. As a result of the comparison of the ÜBFÖ-A form scores between the groups, no significant difference was found in all sub-dimensions of metacognitive awareness and total metacognitive awareness between the pre-test and post-test scores of the groups.