Description:
The purpose of this study was to investigate the effect of using metacognitive strategy training onmathematical problem solving achievement. The study took place over a nine-week period with 47 fifthgrade students. The experimental group (n=24) instructed to improve their metacognitive skills. At thesame time the students in the control group (n=23) received no additional activities and continued theirnormal lessons. Students were pre- and post-tested with the Mathematical Problem Solving AchievementTest and Turkish version of Metacognitive Skills and Knowledge Assessment (MSA-TR). The resultsindicated that students in the metacognitive treatment group significantly improved in both mathematicalproblem solving achievement and metacognitive skills.