Metacognitive Strategies in Mathematical Modelling with Groups of Engineering Students
摘要
Current environmental, economic, and social problems challenge engineers to perform adequate measurements, manage uncertainty, and interpret solutions. Modelling acts as an interface between mathematics and engineering problem-solving. Metacognition significantly influences how engineering students approach, understand, and make sense of real-life problems. This research analyses the metacognitive strategies employed by engineering students during group-based mathematical modelling processes. Confirmatory factor analysis supports the construct validity for our framework of metacognitive strategies in mathematical modelling processes. The framework consists of three components: ‘planning’, ‘monitoring and if necessary regulation’, and ‘evaluation’. The findings extend the theoretical framework of metacognitive strategies for engineering students.