That the students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. This thinking process, which generally requires metacognitive skills, may facilitate the difficulties experienced by the students while passing on from arithmetic to algebraic thinking. This study had two purposes:(1) to examine the effect of the IMPROVE method, a metacognitive training method, on the academic achievement of middle school students regarding algebraic expressions and (2) to examine the teaching process of algebraic expressions with IMPROVE. This study was conducted as an embedded mixed design. Forty-nine sixth grade students participated in the quantitative part of the study, while only six students from the experimental group participated in the qualitative part. The quantitative results of the study showed that there was a significant difference between the students’ total achievement scores regarding algebraic expressions and the achievement scores in the questions requiring high-level thinking skills in favor of the experimental group. It has been found in the comparisons made based on cognitive field levels that there is a statistically significant difference in favor of the group that received metacognition-based education in synthesis level questions. The qualitative results indicated that this teaching method increased students’ interest, contributed to their conceptual learning and improved their various affective characteristics. Also, it has been determined that the students who receive metacognition-based education do enjoy learning with this teaching method and that they think this method should be sustainable for the upcoming lessons.

在控制以前的学习和在以前的学习基础上建立新的学习方面，让学生意识到学习过程并知道他们如何学习非常重要。这种思维过程通常需要元认知技能，可以帮助学生在从算术思维过渡到代数思维时遇到的困难。这项研究有两个目的：（1）研究一种元认知训练方法IMPROVE对中学生关于代数表达的学业成绩的影响；（2）研究使用IMPROVE进行代数表达的教学过程。这项研究是作为嵌入式混合设计进行的。四十九名六年级学生参加了研究的量化部分，而实验组只有六名学生参加了定性部分。研究的定量结果表明，在代数表达方面，学生的总成就分数与需要高级思维技能的问题中的成就分数存在明显差异，这有利于实验组。在根据认知领域水平进行的比较中发现，在综合水平问题上，接受基于元认知的教育的人群在统计学上存在显着差异。定性结果表明，这种教学方法提高了学生的兴趣，促进了他们的概念学习，并改善了他们的各种情感特征。也，