The Mediating Role of Metacognitive Awareness in the Relationship between Middle School Preservice Mathematics Teachers’ Beliefs About the Nature of Mathematics and Mathematical Resilience
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Key Points
Metacognitive awareness partially mediates the relationship between beliefs about the nature of mathematics and mathematical resilience.
Analyses showed significant associations among metacognitive awareness, beliefs about mathematics, and mathematical resilience in a sample of 162 preservice teachers.
The study utilized a cross-sectional survey model and focused on quantitative research methods to gather data through online scales.
Improving metacognitive awareness and mathematical beliefs can enhance classroom practices and foster students' mathematical endurance.
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Implication
Cross-sectional survey reveals that metacognitive awareness partially mediates beliefs about mathematics and resilience in preservice math teachers.