This study aimed to investigate the effect of STEAM (science, technology, engineering, arts, and mathematics) activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage. The study used a quasi-experimental design. The researchers used the metacognitive awareness inventory of Schraw and Dennison (1994) to assess the level of metacognitive awareness of mathematics among students at the primary stage. The sample of the study included 43 students from the third grade who were chosen randomly and divided into two groups: experimental (23) and control (20). The results showed that students who learned mathematics through STEAM activities had a greater awareness of metacognition than those who learned mathematics traditionally. The study recommended using STEAM activities in mathematics classes and investigating the effectiveness of learning using STEAM activities on metacognitive awareness in other scientific subjects and for different educational levels..
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