Measuring Students’ Metacognitive Knowledge of Mathematical Modelling

Metacognitive strategies in mathematical modelling activities: structuring an identification instrument

“…In addition, the structure of the instrument includes indicators of metacognitive strategies in each of the seven steps of a mathematical modelling process (Blum, 2015). The focus on possible metacognitive strategies proposed in this article differs from what the literature already presents on the subject, as is the case of the study realized by Yildirim (2010) and the questionnaires for students proposed by Vörholter (2019) and by Frenken (2021). Our investigation of students' metacognitive strategies in the modelling process proposes some specificities in relation to what is already recognised in the literature.…”

“…Also in this sense, Frenken (2021) points out that the identification of metacognitive strategies requires to use instruments and resources that allow capturing these strategies in students' actions and behaviour.…”

“…It includes (re)assessing its objectives and conclusions, i.e., whether the results match the intended purpose (Mahdavi, 2014). A strategy of assessment at the end of the task implies the students' awareness of how much they have learnt, in how much time, under what conditions, and what adjustments are still necessary (Frenken, 2021). Inspecting parts of their work, in turn, provides students with learning about the nuances of their thinking processes, and in doing so, they learn to refine their work and apply their learning to new situations (Price-Mitchell, 2020).…”

“…Assessment strategies in mathematical modelling activities are associated with verification processes of procedures and partial results during the activity and with the steps (6) Validating and (7) Presenting the results. Those strategies allow students to have a holistic view of the development of the modelling activity (Castro & Almeida, 2023;Frenken, 2021).…”

“…In particular, metacognition is believed to be an aspect that deserves attention in studies about the development of mathematical modelling activities (Vorhölter, 2018;Vorhölter, 2019;Castro & Almeida, 2023;Vorhölter & Krüger, 2021). It is recognised that metacognition, and especially metacognitive strategies, are, among other aspects, important for a successful holistic modelling process (Frenken, 2021).…”