Nazli Berfin Yapar

Metacognition in Primary School Mathematics Classrooms: Characteristics of Teacher Student Interaction

Metacognition plays a crucial role in mathematical learning by enabling students to plan, monitor, and evaluate their cognitive processes. While prior research highlights the benefits of metacognitive strategies, less is known about how these strategies naturally emerge in teacher-student interactions. Classroom dialogue plays a critical role in shaping students’ metacognitive engagement. Therefore, this project explores the characteristics of metacognitive support provided by teachers in primary mathematics classrooms through video-based classroom observations.

By adopting a mixed-methods approach, the study examines how different forms of metacognitive support influence learning outcomes. In addition to analyzing teacher discourse, it assesses students’ problem-solving processes to determine the extent to which metacognitive guidance fosters deeper mathematical understanding. The research aims to bridge the gap between metacognition theory and instructional practice by providing an empirical framework for understanding and enhancing metacognitive interactions in primary mathematics classrooms.

Studies and Degrees

since 02/2025: PhD Candidate in the DFG Research Training Group INTERFACH

2020 – 2023: M.Sc. in Early Childhood Education, Middle East Technical University, Ankara/Türkiye. Thesis: The Relationship Between Preschool Children’s Metacognitive Skills and Resilience of Their Families and Teachers

2015 – 2020: B.Sc. in Early Childhood Education, Middle East Technical University, Ankara/Türkiye

Employment

since 2025: Research Assistant in the DFG Research Training Group INTERFACH

2021 – 2025: Research Assistant at Department of Elementary and Early Childhood Education at Middle East Technical University, Ankara/Türkiye

2018 – 2020: Student Assistant at Faculty of Education at Middle East Technical University, Ankara/Türkiye

2020 –2020: Intern Teacher, Atatürk Kindergarten, Ankara/Türkiye

2019 –2020: Intern Teacher, Serpil Sümer Kindergarten, Ankara/Türkiye

2018 –2019: Intern Teacher, Tevfik Fikret Kindergarten, Ankara/Türkiye

Yapar, N. B. (2026). Is play truly universal?: Exploring preschool teachers’ beliefs and practices regarding children’s play in multicultural classrooms. Early Childhood Education Journal. https://doi.org/10.1007/s10643-026-02121-y

Yapar, N. B., Üzüm, S., & Demircan, H. Ö. (2026). Pre-service early childhood teachers’ reflections on specialist teaching methods and their experiences regarding the transfer of knowledge from theory to practice. European Journal of Teacher Education, 1–26. https://doi.org/10.1080/02619768.2026.2655983

Yapar, N. B., Güvelioğlu, E., & Erden, F. (2024). Exploring Gender Dynamics in Early Childhood Computational Thinking: A Systematic Review. Educongress 2024, Diyarbakır, Türkiye, 18 – 21 September 2024, pp. 2441-2444.

Yapar, N. B., & Demircan, H. Ö. (2024). Preschool Children’s Metacognitive Skills and Resilience of their Families and Teachers. 11th International Biennial Conference of EARLI SIG 16, Heidelberg, Germany, 11 – 13 September 2024.

Yapar, N. B. (2024). Exploring Preschool Teachers’ Beliefs and Practices on Play in Multicultural Classrooms. 32^ndEECERA Conference, Brighton, England, 3 – 6 September 2024, pp. 221-222.

Yapar, N. B., & Demircan, H. Ö. (2023). Metacognitive Skill Development Among Preschoolers: Exploring the Influence of Teacher Experience, Training, and School Types. 8th International Early Childhood Education Congress, Karaman, Türkiye, 26 – 28 October 2023, pp. 83-84.

Üzüm, S., Yapar, N. B., & Demircan, H. Ö. (2023). Does Child-Centered Teaching Require as Much Specialty as Thought?: Pre-Service EC Teachers’ Views on Co-Constructing, Deconstructing, and Community Building. Emerging Researchers’ Conference, ERC2023, Glasgow, England, 21 – 22 August 2023.

Yapar, N. B., Erzincan, N., & Erden, F. (2021). Exploring Preschool Teachers’ Social and Emotional Development Practices During Distance Education: A Mixed-Methods Study. 3rd International Education Research and Teacher Education Congress, Uşak, Türkiye, 1 – 3 December 2021, pp. 416-426.