Abstract: The objective of this study was to analyse students’ metacognition skills in mathematics problem solving. The data were collected through metacognition survey from 35 seventh grade students, 14 were Field Dependent (FD) and 21 were Field Independent (FI) students respectively and the data were descriptively analysed. The results of the analysis showed that students of FI type tended to be more frequent in metacognition skills than FD type in developing planning and evaluating actions in solving mathematical problems. While metacognition skill in monitoring the implementation of problem solving of both types of students was likely to be the same.