Investigation of metacognitive skills in mathematical modelling process of high school students

Considering the reflections of the developments in science and technology upon education, there is a need for individuals who are productive and who can, construct information, think critically, produce alternatives in solving real life problems and have high communication skills. In line with these needs, the new mathematics curriculum has been reorganized to have an interdisciplinary and integrated design that directs the use of metacognitive skills. The fact that the individual reflects on his / her own learning, selects variables, develops, implements and changes the strategies he / she follows shows that this process also includes metacognitive competences. In this study, it was aimed to investigate the metacognitive skills that emerged during the mathematical modelling process of high school students at multiple levels. Metacognitive skills were examined at the individual, social and environmental levels, and how metacognitive skills shaped the complex mathematical modelling process was investigated. As a result of the analyzes, it was observed that model building activities increased students' tendency to use metacognitive skills. In addition, it was determined that exposure of metacognitive skills and the transition between the dimensions of metacognition shaped the modelling process. It was seen that students who could not make progress by themselves in the modelling process continued to contribute to the process through reflecting on the ideas of their peers.