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The aim of this study was to describe the teachers’ understanding of their students’ metacognitive knowledge. Four teachers who taught excellent sports talent students on Senior High School of Slogohimo, District of Wonogiri, Central Java, were asked to explain: (1) their understanding of their students’ metacognitive knowledge; (2) how to evaluate their students’ metacognitive knowledge; and (3) the obstacles in evaluated their students’ metacognitive knowledge. The results showed that teachers were aware of students’ metacognitive knowledge differences. Nevertheless, teachers assumed that the differences were directly proportional to the cognitive knowledge. As an effect, teachers never evaluated their students’ metacognitive knowledge. The evaluations were just done to measure their students’ understanding of mathematics concepts. Teachers also hadn’t a good knowledge about evaluation instruments of metacognitive knowledge. The lack of teachers training about its also caused difficulties in designing the evaluation. Keywords— metacognitive knowledge; mathematics; excellent sports talent students

Teachers' Perceptions of Students' Metacognitive Knowledge in Mathematics: A Case of Excellent Sports Talent Students