Abstract
This research aims to examine the effectiveness of using a proposed teaching strategy, based on Marzano model of learning dimensions and metacomprehension skills, on mathematics. It aims to explore the effectiveness of the proposed strategy on the students' productive mathematics disposition. The researchers used a mixed -method to collect data: two quantitative tests (mathematics achievement test based on TIMSS (Trends in International Mathematics and Science Study) including knowledge, application, and reasoning, and the productive mathematics disposition test), and two qualitative tools (interview and observation). The study sample consisted of (45) students enrolled in the second intermediate grade (81h grade) allocated into two groups, the experimental group received the material using the proposed strategy, and the control group received the material using the traditional method. The study findings demonstrated that the use of the proposed strategy significantly improved students' mathematical achievement in the post-test compared with the control group. The improvement occurred students' knowledge, application, and reasoning. In addition, there is robust evidence that using the proposed strategy improved students' productive disposition. The students expressed their satisfaction with the strategy and its benefits. The proposed strategy helped the students to enhance their self-efficiency.