Research article | Open Access
International Journal of Excellent Leadership 2026, Vol. 6(1) 46-62
Enhancing Primary School Students’ Metacognitive Skills Through Realistic Mathematics Education: The Knowledge of Cognition Dimension
pp. 46 - 62
Publish Date: June 30, 2026 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
The purpose of this study was to examine how the knowledge of cognition dimension and metacognitive skills emerge and develop during mathematical problem-solving processes within the framework of the Realistic Mathematics Education (RME) approach. The study was designed as an action research conducted with primary school students. The participants consisted of eight fourth-grade students attending a public primary school in the city center of Aydın, Türkiye, who exhibited deficiencies in metacognitive indicators and had no diagnosis of learning disabilities reported by the Guidance and Research Center (RAM). Data were collected through mathematical problems, rubrics, and researcher diaries. The problems were designed in accordance with the principles of the RME approach, and a think-aloud protocol was employed during the problem-solving process. The six-week implementation consisted of four action cycles and incorporated thinking cards, peer thinking cards, and self-assessment cards, as well as strategies such as modeling, metacognitive prompting, think-aloud, paired problem solving, and identifying known information. The findings revealed improvements in students’ knowledge of cognition skills. Problem awareness emerged as the first indicator during the process, followed by students’ ability to relate problem situations to their prior knowledge. In the later stages, students were able to connect new problems with previously encountered ones and explain their solution strategies more consciously. Furthermore, real-life problem contexts, classroom discussions, peer interaction, and metacognitive prompts were found to make students’ thinking processes more visible and to support the development of their metacognitive awareness. Consequently, the action plans implemented within the RME approach made significant contributions to the development of students’ knowledge of cognition and metacognitive skills.
Keywords: Gerçekçi matematik eğitimi, ilkokul öğrencileri, problem çözme, üstbilişsel gelişim.
APA 7th edition
Bayrak, Y., & Yurekli, E.A. (2026). Enhancing Primary School Students’ Metacognitive Skills Through Realistic Mathematics Education: The Knowledge of Cognition Dimension. International Journal of Excellent Leadership, 6(1), 46-62.
Harvard
Bayrak, Y. and Yurekli, E. (2026). Enhancing Primary School Students’ Metacognitive Skills Through Realistic Mathematics Education: The Knowledge of Cognition Dimension. International Journal of Excellent Leadership, 6(1), pp. 46-62.
Chicago 16th edition
Bayrak, Yesim and Esin Acar Yurekli (2026). "Enhancing Primary School Students’ Metacognitive Skills Through Realistic Mathematics Education: The Knowledge of Cognition Dimension". International Journal of Excellent Leadership 6 (1):46-62.
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