Date of Conferral



Doctor of Education (Ed.D.)




Deanne W. Otto


American schools have been struggling with improving achievement in science, technology, engineering, and mathematics for decades. For the last four decades, the overall mathematics performance of 17 year-olds on the National Assessment of Educational Progress has not shown any significant improvement. Mathematics teachers can use metacognitive techniques to make immediate adjustments in instruction that may assist students in becoming more skillful problem solvers. The purpose of this study was to provide new knowledge about the potential predictors of mathematics teachers' use of the six subfactors of the Metacognitive Awareness Inventory for Teachers. The inventory was administered to 120 K-12 grade teachers from the membership list of the National Council of Teachers of Mathematics via an online survey. Multiple regression analysis indicates that there are significant differences among the participants in the influence of potential predictor variables for declarative knowledge, procedural knowledge, conditional knowledge, planning awareness, and monitoring awareness. The positive β coefficient indicates that the number of years of teaching experience plays a role in increasing the mathematics teachers' awareness of metacognition, β=.207, p<.05. The findings may help other researchers further explore the use of metacognition by mathematics teachers. Training in metacognitive skills may assist mathematics teachers with developing the expertise to make real time adjustments of instruction. Improvement in the teaching of mathematics may create positive social change by improving the numeracy skills of students and may decrease the number of students that need remediation in mathematics at the college and university level.