Abstract

Objectives: The study aimed to reveal the knowledge of mathematics teachers for the lower basic stage in public and private schools affiliated to Hebron Educational directorate for metacognitive strategies from their point of view. Methods: The study followed the descriptive analytical approach, and a questionnaire was used as research tool to measure the degree of teachers’ knowledge of metacognitive strategies. (120) male and female teachers were selected as a simple random sample, including (41) males and (79) females, and the results were analyzed using different statistical methods. Results: The study concluded with a set of results, the most important of which is the general average of mathematics teachers' knowledge of the lower basic stage of metacognitive strategies is significantly high, and for domains of metacognitive strategies, they were very high. There is a statistically significant difference between the average knowledge of mathematics teachers of the lower basic stage attributed to gender in favor of females. There are no differences due to academic qualifications, years of educational experience and age. Conclusions: The study recommends conducting future studies that link knowledge and application of metacognitive strategies. Additionally, more studies are needed to investigate the impact of gender on the use of metacognitive strategies in teaching and whether females outperform males in this area.