Metacognitive activities in high school students’ mathematical modelling: findings from an epistemic network analysis

Mathematical modelling is an essential skill for students, facilitating comprehension of both subject matter and real-world applications, and thus enabling the resolution of complex problems. The significance of metacognition in the advancement of students' mathematical modelling abilities is widely acknowledged at both national and international levels. Nevertheless, empirical studies examining the relationship between metacognition and mathematical modelling remain relatively limited. This study employs epistemic network analysis to examine the utilisation of metacognitive strategies by students during the completion of mathematical modelling tasks. In particular, the study examined the modelling processes and use of metacognitive strategies employed by 16 high school students from Shanghai. The findings demonstrate that groups of students altered their metacognitive strategies as they engaged in the mathematical modelling process. The groups that achieved high scores in mathematical modelling demonstrated a strong focus on tracking their progress toward achieving modelling goals. In contrast, groups that attained lower scores placed a greater emphasis on monitoring the progress of their modelling endeavours. These findings indicate that during mathematical modelling, educators should prioritize the instruction of metacognitive strategies, and students should give particular attention to monitoring their modelling goals.