The main purpose of this research is to determine the role of primary eighth-grade students’ metacognitive behaviours exhibition skills on problems-solving process and providing some suggestions based on this study for practises in classroom. Datas were collected from 19 eight-grade students ongoing to a private elementary school in Istanbul. In the research, Combinatorics Problem Solving Test (KPÇT) contains four problems designed in accordance to DOK level (Depth of Knowledge / information depth) and Self-Monitoring-Reporting (IG-OR) form filled out by the students basing on the solution internal process of these problems are used as a data collection tool. The results obtained were analyzed using qualitative and quantitative data. Quantitative data are on the basis of frequency, qualitative data were obtained from the association of the answers given by students to IG-OR form and KPÇT, their descriptive analysis and interpretations. The findings reveal that metacognitive skills are important for combinatorial problem solving. At the and of the research, it has been observed, students who use metacognitive skills exhibite a higher success on problem solving. Also it is identified, students who use metacognitive skills more intensively has answered correctly almost all of the problems. Research recommendations are based on the findings.
Mathematics Education, Metacognition, Problem Solving; DOK Levels; Combinatorial Problems,