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The purpose of this study was to examine the metacognitive awareness and the beliefs about mathematics teaching and learning of preservice elementary mathematics teachers and to explore the relationship between the two. The Metacognitive Awareness Instrument (MAI) and the Mathematics Beliefs Instrument (MBI) were implemented with 118 elementary mathematics preservice teachers studying in a large urban university in northwestern Turkey during the 2011-2012 academic year. Statistical analysis results revealed that elementary mathematics preservice teachers' knowledge about cognition and regulation of cognition specific domains of metacognition did predict together their beliefs about mathematics teaching and learning.

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This study examines prospective teachers beliefs in their own abilities and effectiveness to impart mathematical literacy to their students, their beliefs about mathematical problem solving, and the relationship between these two belief systems. A total of 567 prospective teachers, majoring in mathematics, science and elementary teacher education programs volunteered to participate in the study. The Self-Efficacy Beliefs Scale about Mathematical Literacy and the Beliefs about Mathematical Problem solving instruments were administered to prospective teachers. Results of the study revealed that there was a significant relationship between the beliefs about mathematical problem solving and self-efficacy. Findings of this study indicated that prospective teachers beliefs about mathematical literacy were an important predictor on the beliefs about mathematical problem solving.

The aim of this research is to determine the metacognitive awareness levels of elementary mathematics teacher trainees and to investigate whether their awareness differs according to gender and class level. We also investigate the relationship between the metacognitive awareness levels of trainee mathematics teachers and their overall performance course grades. The Metacognitive Awareness Inventory, developed by Schraw and Dennison (1994) and adapted into Turkish by Ak?n, Abac? and tin (2007), was implemented with a total of 153 mathematics teacher trainees. Analysis of the data collected suggests that most of the mathematics teacher trainees have a high level of metacognitive awareness. There was no significant difference between the metacognitive awareness levels of mathematics teacher trainees by gender or by class levels. There was a low level, positive relationship between their metacognitive awareness levels and their overall performance on university course grades.