Metacognition is firstly conceptualized as knowledge and regulation of cognition (Flavell, 1979).  Flavell defined metacognition as “the active monitoring and consequent regulation and orchestration of these processes in relation to cognitive objects on which they bear, usually in the service of some concrete goal or objective” (as cited in Garafolo & Lester, 1985, p.232). It is a significant predictor of learning (Desoete, 2007; Veenman, Van-Hout-Waltors,& Afflerbach, 2006). It defines learning not only with cognitive processes, but it emphasizes that there is underlying processes occurring while learning (De Jager, Jansen, & Reezigt, 2005).

 Metacognitive skills can be described as a regulation of cognition (e.g. regulation of a problem-solving process). Metacognitively skilled learners have metacognitive knowledge about learning processes and use them in order to plan, monitor, evaluate and control their actions (Veenman, Wilhelm, & Beishuizen, 2004). Shraw (1998) emphasized three crucial metacognitive skills as planning related to allocation of time, sources and appropriate strategies, monitoring related to one’s awareness about cognitive activities while executing them, and evaluating related to assessment of learning process with respect to effectiveness and efficiency. Control component was defined as certain processes including the selection of strategy and quitting the activity after all process (Nelson,1996).

Metacognitive development is necessary because it contributes learners to be more effective while using their cognitive skills (Shraw, 1998), to be critical thinkers (Ku & Ho, 2010) and to be better problem solvers (Desoete, Roeyers, & Buysse, 2001).  Therefore, how metacognition develops and how educational settings contribute to metacognitive development are the objects of interest for researchers. Metacognition can be developed if an encouraging learning environment is provided for students (Larkin, 2010). Especially there is a need for effective teachers who have epistemological beliefs in terms of metacognitive and self-regulatory processes (Paris & Winograd, 1990).

Further research on why and how teachers promote metacognition is presented with recent research (Ader, 2009; Dignath-van Ewijk & van der Werf, 2012; Lombaerts et al, 2007; Lombaerts, Engels, & van Braak, 2008).  SRLTI is one scale measuring teachers’ recognitions about their practices on introduction of self-regulated learning practices (Lombaerts et al., 2007). They took into account 3 phases of self-regulation defined by Zimmerman; SRL forethought, SRL performance control and SRL self-reflection. 12 items per phase was generated. For the validity and reliability analysis, a pilot study was conducted with 399 primary school teachers. ML factor analysis results indicated three items were either cross-loading or freestanding, so eliminated. 3 factor loadings observed with the remaining 23 items with the variance of 50.3 %. They named the 1^st factor as self-reflection phase, the 2^nd factor as SRL performance control and the 3^rd  factor as SRL forethought. For each factor, the reliability was found as .78, .83 and .88 respectively. All in all, a valid and reliable scale on SRL promotion was constructed.

The aim of this research is to develop and validate a scale on mathematics teachers’ recognitions about their practices on promotion of metacognition based on four processes of regulation of cognition; monitor, planning, evaluation and control. In this study, metacognitive skills as the regulation of cognition will be generally defined with monitoring, planning, evaluation and control. Developing such scale is important since it aims to find out mathematics teachers’ practices on promotion of metacognition in Turkey. With the scale, it can be reached out many mathematics teachers so what teachers do to promote metacognition in Turkey can be figured out to inform in-service and pre-service mathematics teacher educators so that they can adapt their learning environments accordingly. 

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