Abstract

• The main purpose of this study is to investigate the effectiveness of the metacognitive teaching model for teaching mathematics at the Middle School level in Myanmar. In this study, a mix methods (QUAN qual) design was adopted. The single-group pretest/posttest design, one of the designs of quasi-experimental research was adopted to collect the quantitative data and the case study design was applied to collect the qualitative data. It started in the first week of November 2021 and ended in the second week of January 2022. The study is geographically restricted to Yangon Region and a total of 129 Grade Six students participated. An attitude questionnaire and semi-structured interview questions were used as the research instruments. The data got from the attitude questionnaire were analyzed through descriptive statistics and Wilcoxon Signed Rank Test and the results showed that there were significant differences in the attitude of students towards problem solving before and after the study. According to the analysis of the responses of students and teachers to interview questions through the constant comparison method, it was found that the proposed model supported positive effects on problem solving behaviors of students, students’ attitude towards problem solving and twenty-first century skills, and teachers’ mathematics teaching. Additionally, qualitative findings supported the quantitative findings. Therefore, the research findings proved that the proposed metacognitive teaching model has a positive contribution to teaching problem solving at the Middle School level in Myanmar.