Mediating role of metacognitive awareness between attitude and mathematics reasoning in pre-service teachers

Chan Choon Tak 1, Hutkemri Zulnaidi 1 * , Leong Kwan Eu 1
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1 Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, Kuala Lumpur, MALAYSIA
* Corresponding Author
EUR J SCI MATH ED, Volume 13, Issue 2, pp. 90-102. https://doi.org/10.30935/scimath/16116
Published Online: 11 March 2025, Published: 01 April 2025
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ABSTRACT

This study aimed to determine the relationship between attitude, metacognitive awareness, and mathematics reasoning, as well as investigate the role of metacognitive awareness as a mediator. This study examined data from 378 pre-service teachers in Malaysia. The data were gathered by administering questionnaires and a mathematics reasoning assessment. The data were examined using the structural equation modelling technique. The results demonstrated substantial correlation through all variables, and path analysis revealed that metacognitive awareness mediates the relationship between attitude and mathematics reasoning. The results indicate that attitude has an essential impact on influencing the reasoning capabilities of pre-service teachers in mathematics by fostering the growth of metacognitive awareness.
Keywords: attitude, mathematics reasoning, metacognitive awareness, pre-service teachers

CITATION

Tak, C. C., Zulnaidi, H., & Eu, L. K. (2025). Mediating role of metacognitive awareness between attitude and mathematics reasoning in pre-service teachers. European Journal of Science and Mathematics Education, 13(2), 90-102. https://doi.org/10.30935/scimath/16116

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