This paper describe the change patterns in the process of awareness, evaluation, and regulation of mathematics students in solving mathematical problems. The patterns of change is reveled done by observation of the emergence of activity and indicators awareness, evaluation, and regulation of students. Student metacognition activities and indicators are outlined in 5 activities with 30 indicators of awareness process, 5 activities with 23 indicators of evaluation process, and 4 activities with 19 indicators of regulation process. The subjects of the study were students of mathematics education who had taken Differential Calculus and subjects were given mathematical problems. Mathematical problem solving is done through think-aloud. In addition to think-aloud research subjects were given metacognition questionnaires, observed using observation sheets, and interviews. The data include student work, think-aloud, metacognition questionnaire, interview, and observation were analyzed using fixed comparison method. The result show that the change pattern of awareness, evaluation, and regulation processes of mathematics students were categorized into complete sequenced metacognition process, complete unsequenced metacognition and incomplete metacognition.
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