Background/purpose: This study aims to examine the impact of prospective mathematics teachers' metacognitive awareness on their perceptions and applications of ChatGPT in problem-solving processes. The research investigates how these prospective mathematics teachers perceive and utilize ChatGPT, focusing on the relationship between their metacognitive awareness levels and the use of artificial intelligence tools. Materials/methods: The study utilizes both qualitative and quantitative research methods. In the quantitative phase, data was collected from 42 prospective mathematics teachers through a survey, exploring how their metacognitive awareness levels impacted their use of ChatGPT in solving mathematical problems. The qualitative phase involved in-depth interviews with four prospective teachers to gain detailed insights into their perceptions and practical applications of ChatGPT in problem-solving. Results: The findings of this study give valuable results on the intersection of metacognitive awareness and artificial intelligence in education. By understanding how prospective mathematics teachers use ChatGPT, the research provides to the development of more effective pedagogical strategies for leveraging AI tools in teacher education. The study emphasizes the importance of professional development to help educators navigate the complexities of AI tool implementation in teaching and learning, ultimately enhancing problem-solving skills among future mathematics teachers. Conclusion: The study demonstrates that ChatGPT can significantly enhance prospective mathematics teachers' metacognitive awareness and problem-solving strategies. ChatGPT can improve teaching practices and foster more effective problem-solving approaches in mathematics education by providing rapid feedback and supporting strategic thinking.