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This research was carried out in order to evaluate the effect of metacognitive training on learning mathematics. A random sample of 30 guidence school students in Tehran were cohsen and participants randomly assigned in an experimental and control groups. Mathematics and metacognitive skills questionnaire were administered in two groups. The experimental groups received 12 sessions of metacognitive training but control group get ordinal training. Reliability of questionnaire was conducted by test retest consistency (r=.720). The validity of the questionnaires is evaluated by the content validity (cvr=.780). Two groups pre-post tests were compared using ANCOVA and T-test. The results revealed that metacognitive training increase not only the mean score in Self-regulated Learning, evaluating and planning in mathematics but also in mathematics scores

procedia - social and behavioral sciences

Surveying the Effect of Metacognitive Education on the on the Mathematics Achievement of 1st Grade High Junior School Female Students in Educational District 5, Tehran City, 2009-10 Educational Year