THE ROLE OF METACOGNITION IN MATHEMATICAL MODELING PROCESS

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.