The Mediating Role of Metacognitive Awareness in the Relationship between Middle School Preservice Mathematics Teachers’ Beliefs About the Nature of Mathematics and Mathematical Resilience

Year 2025, Volume: 14 Issue: 2, 455 - 466, 30.04.2025

Nejla Gürefe , Emine Eryılmaz

https://doi.org/10.14686/buefad.1452974

Abstract

This research seeks to investigate how metacognitive awareness (MA) mediates the connection between beliefs about the nature of mathematics (BNM) and mathematical resilience (MR). In this sense, in accordance with the purpose of the study, the use of the cross-sectional survey model, one of the quantitative research methods, was preferred. The study involves a sample of 162 preservice mathematics teachers, and data were gathered using online forms incorporating the BNM Scale, MA Scale, and MR Scale. The mediation model analyses were performed to investigate the mediating role of MA in the correlation between BNM and MR. The findings reveal significant associations among these variables, suggesting that MA partially serves as a mediator in the relationship between BNM and MR. The study underscores the significance of taking into account individuals' beliefs about mathematics and their MA in fostering MR. In this sense, the teachers can carry out classroom practices that aim to increase students' mathematical endurance by improving their beliefs and metacognitive awareness about mathematics through various strategies.

Keywords

metacognitive awareness , beliefs about the nature of mathematics , mathematical resilience

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