Examining Mathematics Teachers' Metacognitive Teaching Experiences

The purpose of this study is to explore the teaching experiences of mathematics teachers who have received training on metacognition, with a particular emphasis on the instructional practices they employ to enhance students’ metacognitive development. Adopting a qualitative research approach, the study was designed within the framework of phenomenology in order to gain an in-depth understanding of teachers’ lived experiences. The participants consisted of two mathematics teachers who had undergone formal training in metacognitive strategies. Data were collected through semi-structured interviews using an interview form comprising eight open-ended questions designed to elicit detailed reflections on their teaching practices. The data were analyzed using the phenomenological analysis method outlined by Moustakas (1994), which allowed for the identification of common themes and patterns across participants’ experiences. The analysis yielded eight overarching themes: lesson planning, teachers’ awareness of students’ competencies, strategic interventions to address learning difficulties, recognition of students’ alternative problem solving approaches, participation in and encouragement of the learning assessment process, supporting students’ learning strategies, homework assignment practices, and fostering students’ metacognitive development. The findings indicate that mathematics teachers trained in metacognition integrate metacognitive strategies throughout multiple stages of their instructional process, including planning, classroom implementation, and evaluation. Moreover, their practices highlight an intentional effort to cultivate students’ ability to monitor, regulate, and reflect on their own learning processes. These results underscore the importance of providing targeted metacognition-focused professional development for teachers, as such training equips them with strategies that can meaningfully enhance students’ higher-order thinking and self-regulated learning skills within mathematics education.