This study aimed at exploring the impacts of such metacognitive strategies (Wheatley, 1984; Garofalo ve Lester, 1985; Artzt ve Armour-Thomas, 1992; Georghiades, 2004; Schoenfeld, 2006) as re-reading the question, drawing related figures (pictures, tables, etc.), and procedural and conceptual assessment of the result on problem solving. This is a qualitative case study. The sample included a total of 25 seventh graders and they were selected purposefully (Patton, 2002, s.230). The interviews were audiotaped and the interviewees were asked to think aloud throughout the interviews (Ericsson & Simon, 1980). The interviews were later transcribed and inductively analyzed in order to explore codes and categories in the data (Patton, 2002, ss. 453-54). The results indicated that such strategies as re-reading the question, drawing pictures related to it, and procedural and conceptual assessment of the solution were effective in solving exercises, but they were ineffective in solving problems.
Key words: Metacognition, metacognitive strategies, and problem solving.