Metacognition in Mathematical Modeling: The Connection between Metacognitive Individual Strategies, Metacognitive Group Strategies and Modeling Competencies

Autor/in	Vorhölter, Katrin
Titel	Metacognition in Mathematical Modeling: The Connection between Metacognitive Individual Strategies, Metacognitive Group Strategies and Modeling Competencies
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 3, S.317-334 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vorhölter, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.2012740
Schlagwörter	Metacognition; Mathematical Models; Learning Strategies; Cooperative Learning; Mathematics Skills; Secondary School Mathematics; Grade 9; Grade 10 + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematical model; Mathematisches Modell; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	There are several conceptualizations of modeling competencies, including among others on the one hand so-called sub-competencies, which are required to progress from one step of a modeling process to the next, and metacognitive individual and group strategies. However, the relationship between metacognitive strategies and modeling sub-competencies remains unclear, as does the influence of metacognitive strategies on the development of modeling competencies. The current paper presents the results of a study conducted with 170 students in grades nine and ten. This intervention study concerns the relationships between metacognitive strategies and the development of these strategies and modeling sub-competencies over the course of the study. The results illustrate that metacognitive individual strategies are highly correlated with each other, and metacognitive group strategies are highly correlated with each other, but metacognitive individual strategies are not correlated with metacognitive group strategies. Analysis of the development of metacognitive strategies and modeling sub-competencies within the intervention study reveals that not all of these developed as expected. Additionally, the factors of metacognitive strategies that were measured within the study allow for limited conclusions about the development of students' modeling sub-competencies. These results have implications for further research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01