Teachers’ Perspectives on Students’ Metacognitive Strategies during Mathematical Modelling Processes – A Case Study

Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students

“…It enables students to effectively plan steps, select strategies, and address problems. Therefore, metacognition has the potential to enhance students' mathematical modeling skills (Galbraith 2019;Vorhölter 2019;Wendt et al 2020). According to self-regulated learning theory (Zimmerman 2008), learners can select appropriate strategies and monitor and adjust their learning processes according to goals to achieve optimal outcomes.…”

Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons

“…Through the application of questionnaires on the areas 'modelling and real-world context' and 'argumentation and proof', and interviews with the participants, the following results were obtained: (a) there is a direct relationship between knowledge about the modelling process and the modelling competencies, and between comprehension of modelling and understanding real-world situations; (b) curricular times affect the way in which modelling can be implemented in the classroom; and (c) the predominance of pedagogical content knowledge in developing professional content knowledge on modelling. Lastly, Wendt and collaborators [28] conducted a case study about a teacher, who showed a broadening of her perception of the use of metacognition by students in mathematical modelling processes.…”

“…In the literature review, we have not found works that infer prospective teachers' knowledge and beliefs from the analysis of the structure of the argumentation, which they realize when they reflect on their practice, with models other than Toulmin's [35] (among others, the works of [36,37]). Similarly, unlike the research commented in the literature review [23][24][25][26][27][28][29], where knowledge and beliefs are extracted through the application of questionnaires and interviews with items aimed at individuals clearly expressing their knowledge and beliefs; in this study, we opted for argumentation as a means to infer these elements indirectly.…”