The aim of the study is to reveal the effect of mathematical metacognition awareness on academic resilience in mathematics with the Structural Equation Modelling (SEM). Accordingly, the direct and indirect effects of mathematical knowledge, mathematical monitoring, and mathematical determination, on academic resilience in mathematics were investigated. For the study, data were collected from 650 students (330 females and 320 males) in the 7th and 8th grades of secondary schools in two provinces in southern Turkey in the 2022-2023 academic years. The data were collected with the Academic Resilience Scale in Mathematics and the Mathematical Metacognition Awareness Scale. The collected data were analyzed with SPSSv23 and AMOS. It was found that mathematical monitoring, one of the subdimensions of mathematical metacognition, directly affected academic resilience in mathematics, while mathematical knowledge and mathematical determination indirectly affected academic resilience in mathematics. Thus, individuals who control their own performance in the process of learning mathematics and ask questions about the learning process will have high levels of academic resilience in mathematics. It is thought that obtaining the effect of mathematical metacognitive awareness on academic resilience in mathematics will shed light on classroom practices in mathematics teaching.