In-service mathematics teachers’ conception and perceptions of metacognition in their teaching experience

The present study investigated the in-service mathematics teachers’ conception and perceptions of metacognitive awareness in their teaching experience. sample consisted 213 Kenyan secondary school teachers. adopted a descriptive cross-sectional survey design that utilized both questionnaires personal interviews. Thematic content analysis was used to analyze interview data, whereas inferential statistics were employed for questionnaire data. Results from showed teachers had high levels although mean knowledge higher than skills. results T test ANOVA revealed non-significant effect on gender, academic qualification, years This need understand role metacognition learning how they can model strategies learners. There is curriculum developers in-cooperate concept pre-service teacher training programs enhance students’ performance.