Exploring Dimensions of Metacognition in the Mathematics Classroom Based on Teachers' Perception

Metacognitive awareness is crucial in attracting students to teaching and promoting self-directed learning. This paper describes a study investigating teachers' metacognitive behavior and practices in mathematics classes, as perceived by the teachers themselves, in primary schools. The study revealed a strong correlation between teachers' instructional performance and their possession of metacognitive skills, partially supporting the alternative hypothesis, which states a statistically significant effect at the level (≤0.05α), emphasizing teaching experience. This supports the positive influence of students' epistemological beliefs towards experience as a context for learning problem-solving skills and acquiring new knowledge, enhancing the teaching context that predicts future performance. This study recommends that further attention should be paid to teaching theories and raising awareness of the modern outlook on teaching, creating goals focused on future education that train teachers to enhance academic performance and the well-being of students. The study sample consisted of 729 mathematics teachers who responded to a questionnaire developed for the study's purposes. The results showed that the teacher's awareness of knowledge, teaching methods, and objectives was high, while awareness of content types was moderate. Statistical differences favored male teachers. This paper provides future research directions for conducting more studies in the field of Metacognitive teaching methods in mathematics.