Metacognitive Actions Displayed by a Science High School Student During the Mathematical Modeling Process

Abstract

This study aims to examine the metacognitive actions exhibited by a science high school student while working on a mathematical modeling activity. The research was conducted using a qualitative case study design. The actions of a student—selected through criterion sampling and identified as high-achieving based on pre-tests—were investigated in depth through the modeling problem titled “Green World Gardens.” During the data collection process, the student’s problem-solving process was audio and video recorded, and the student's thinking process was revealed through questions posed by one of the researchers. The data were transcribed verbatim and coded both according to metacognitive actions and the phases of the modeling process. The student’s solution was evaluated using a modeling competency assessment rubric. While coding, the modeling process was categorized based on Borromeo Ferri’s modeling phases, and the metacognitive actions were coded under three main components: planning, monitoring, and evaluation. The findings indicate that the student demonstrated a high level of performance in understanding the problem, contextual interpretation, and metacognitive awareness. However, a need for improvement was identified in constructing mathematical models and validating assumptions. It was observed that modeling-based activities are effective in eliciting both cognitive and metacognitive actions. This study provides a detailed perspective on the role of metacognitive skills in the mathematical modeling process and offers important insights and suggestions for instructional practices.