A Comparison Between Two Methods of Measurement of Meta-cognitive Awareness on Mathematical Problems Solving of University Students

AbstractThe purpose of this study was measurement of university students’ meta-cognitive awareness in mathematical problem solving by two different methods; include “protocols analysis and self-questionnaire”. The subjects were asked to write their total mental processes during solving a non-routine problem. Their papers were analyzed by Foong's model. Immediately after solving the problem, the students were asked to respond to the valid meta-cognitive inventory (reliability obtained 0.722 by Cronbach's alpha). The results revealed a moderate and significant correlation between students meta-cognitive awareness which obtained via meta-cognitive inventory and protocol analysis (r [64] =0.417, p