Metacognitive strategies in mathematical modelling activities: structuring an identification instrument

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES REDIMAT-Revista de Investigacion en Didactica de las Matematicas Pub Date : 2023-10-24 DOI:10.17583/redimat.12926

Lourdes Maria Werle De Almeida, Élida Maiara Velozo de Castro

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Abstract

The paper aims to propose an instrument to identify students’ metacognitive strategies in mathematical modelling activities. The items were designed from a review regards metacognition and instrumensts already recognised in literature. This design comprises an instrument that differs from others in which the data were the self-reported students’ use of metacognitive strategies. The instrument we propose is aimed at the teacher and it is he/she who, based on an analytical process, will infer whether the students use metacognitive strategies in modelling activities. An empirical research was realized and five modelling problems were solved by students of a mathematics degree. The analysis addressed the groups actions and the individual behaviour within the group when working on modelling processes. The results allow to conclude working successfully and in a goal-oriented manner on modelling problems requires metacognitive strategies and the instrument seems to be adequate for the teacher to identify these students' strategies.

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数学建模活动中的元认知策略:构建识别工具

本文旨在提出一种工具来识别学生在数学建模活动中的元认知策略。这些项目是根据文献中已经认可的元认知和工具的回顾设计的。本设计包括一个不同于其他工具的工具，其中的数据是自我报告的学生使用元认知策略的情况。我们提出的工具是针对教师的，他/她将根据分析过程推断学生是否在建模活动中使用元认知策略。通过实证研究，数学专业学生解决了5个建模问题。在建模过程中，分析处理了群体行为和群体内的个人行为。结果表明，在建模问题上成功地以目标导向的方式工作需要元认知策略，并且该工具似乎足以让教师识别这些学生的策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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REDIMAT-Revista de Investigacion en Didactica de las Matematicas EDUCATION, SCIENTIFIC DISCIPLINES-

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审稿时长

36 weeks