THE ROLE OF METACOGNITION IN MATHEMATICAL MODELING PROCESS
DOI:
https://doi.org/10.18173/2354-1075.2024-0143Keywords:
metacognition, mathematical modeling process, reading comprehension, strategy selectionAbstract
The 2018 Mathematics General Education Curriculum includes the following cognitive activities as the components of the mathematical modeling process: recognizing mathematical models (such as formulas, equations, tables, graphs, etc.) for situations that arise in real-world problems; solving mathematical problems using the established model; presenting and assessing the solution in a real-world context; and improving the model if the solution is not appropriate. However, for students to carry out the aforementioned procedure, it’s essential that they engage in a particular kind of activity called metacognition. Metacognitive activities in mathematical modeling encompass all of the learner's thinking that takes place throughout the mathematical modeling process. The article presents some research findings on the role of metacognition in the mathematical modeling process, including reading and understanding real-life problems, building mathematical models, solving math problems with the model, and presenting the solution.
Downloads
References
[1] Flavell JH, (1976). Metacognitive aspects of problem-solving. In R. L. (Ed.), The nature of intelligence, p. 231-235.
[2] Stillman G, (2020). Metacognition. In S. Lerman (Ed.), Encyclopedia of Mathematics Education, p. 608-610, London, Springer.
[3] Vorhölter K, Krüger A & Wendt L, (2019). Metacognition in mathematical modeling - An overview.
[4] Hoang TN, (2017). Initial research on metacognition and applicability in teaching. Journal of Education, (Special Issue), 147-151 (in Vietnamese).
[5] Ministry of Education and Training, 2018. Mathematics General Education Curriculum (in Vietnamese)
[6] Stillman G, (2011). Applying metacognitive knowledge and strategies in applications and modeling tasks at secondary. In G Kaiser, W Blum & Borromeo, “Trends in teaching and learning”, p. 165-180, Dordrecht: Springer.
[7] Kaiser G,(2020). Mathematical Modeling and Applications in Education. Encyclopedia of Mathematics Education, 553-561.
[8] Blum W, (2011). Can modeling be taught and learned? Some answers from empirical research. In G Kaiser, W Blum, FR Borromeo & G Stillman, “Trends in teaching and learning of mathematical modeling”, p. 15-30, New York, Springer.
[9] Almeida LM & Castro EM, (2023). Metacognitive Strategies in Mathematical Modelling Activities: Structuring an Identification Instrument. REDIMAT - Journals of Research in Mathematics Education, 210-228.
[10] Hidayat R, Zulnaidi H & Zamri SN, (2018). Roles of metacognition and achievement goals in mathematical modeling competency: A structural equation modeling analysis. PLOS One.
[11] Hidayat R, Hermandra & Ying ST, (2023). The sub-dimensions of metacognition and their influence on modeling competency. Humanities and social sciences communications.
[12] Hartman H, (2001). Developing Students' Metacognitive Knowledge and Skills.
[13] Baker L, (1989). Metacognition, Comprehension Monitoring, and the Adult Reader. Educational Psychology Review, 3-38.
[14] Kavousi S, Miller PA & Alexander PA, (2019). Modeling metacognition in design thinking and design. International Journal of Technology and Design Education.
