Teachers’ Perspectives on Students’ Metacognitive Strategies during Mathematical Modelling Processes – A Case Study

Abstract

The usage of metacognitive strategies can help students to avoid or to overcome cognitive barriers during modelling processes. For imparting relevant metacognitive strategies and supporting students during the modelling process, it is necessary that teachers act on a meta-meta level and monitor their students’ usage of metacognitive strategies. Therefore, the teachers’ perception of students’ metacognitive activities during modelling processes is of great importance. However, until now, there does not exist such a study. The study described in this chapter examines this topic in a qualitatively oriented intervention study. The results focus on one teacher, who showed a broadening of her perception of the students’ usage of metacognition in mathematical modelling processes.