Metacognitive competency can be described as a sub-competence of mathematical modelling competence. Although there is consensus about its relevance, until now research on metacognition in modelling processes is very limited. In particular, students’ perspective on metacognitive competencies has not been examined yet. The present study aims at investigating students’ perception of metacognition in modelling processes. Fourteen groups of students were interviewed at the beginning and at the end of a teaching unit. The results presented in the paper focus on one group, who used extensively, at the end of the study, cognitive strategies and skills showing a sense of direction in the formulation phase of the modelling process as an indicator of metacognitive strategies
Metacognitive competency can be described as a sub-competence of mathematical modelling competence. Although there is consensus about its relevance, until now research on metacognition in modelling processes is very limited. In particular, students’ perspective on metacognitive competencies has not been examined yet. The present study aims at investigating students’ perception of metacognition in modelling processes. Fourteen groups of students were interviewed at the beginning and at the end of a teaching unit. The results presented in the paper focus on one group, who used extensively, at the end of the study, cognitive strategies and skills showing a sense of direction in the formulation phase of the modelling process as an indicator of metacognitive strategies.