Abstract

The present study examined the association between secondary mathematics teachers’ perceptions in terms of rigor and metacognitive thinking, encompassing two cognitive dimensions that influence effective instruction. Teachers’ perceptions regarding mathematical rigor ranged from narrow and complex calculations and algorithmic accuracy to broader, more integrated perspectives that include procedural fluency, conceptual understanding, strategic competence, adaptive reasoning, and productive mathematical dispositions. This research explored the interaction between secondary mathematics teachers’ perceptions of mathematical rigor and their levels of metacognitive thinking. The findings indicate that teachers demonstrated moderate proficiency in instructional practices related to both mathematical rigor and metacognitive thinking. Moreover, a statistically significant moderate positive correlation was identified, suggesting that higher metacognitive awareness is associated with stronger enactment of rigorous mathematical teaching practices. The study recommends implementing comprehensive professional development programs and utilizing the study’s instruments as diagnostic tools to strengthen teachers’ competence in both mathematical rigor and metacognitive thinking.