Analysis of Mathematics Teacher Candidates' Metacognitive Regulation Skills in the Context of Problem Posing Activity

This study aims to examine the metacognitive regulation skills of elementary mathematics teacher (EMT) candidates during problem-posing process. The case method, a qualitative data approach, was used in study. participants were five EMT studying 2nd year state university's Elementary Mathematics Teaching program. collected by semi-structured activity called "House Problem" created Getzels and Jackson (1962) organized Leung 1993. problems posed completed, interviews conducted with participants. obtained analyzed according researchers' theoretical framework for (prediction, planning, monitoring, evaluation). Regarding exhibited situations, it has been concluded that their prediction monitoring are higher than planning evaluation skills. Many studies literature problem-solving process, but focusing on process rare. For this reason, is thought students teachers will contribute field.