The social- and self-based contexts associated with students’ awareness, evaluation and regulation of their thinking during small-group mathematical modeling
Format of Original
National Council of Teachers of Mathematics
Journal for Research in Mathematics Education
Characterizations of Social-Based and Self-Based Contexts Associated With Students’ Awareness, Evaluation, and Regulation of Their Thinking During Small-Group Mathematical Modeling This exploratory study focused on characterizing problem-solving situations associated with spontaneous metacognitive activity. The results came from connected case studies of a group of 3 purposefully selected 9th-grade students working collaboratively on a series of 5 modeling problems. Students’ descriptions of their own thinking during small-group mathematical modeling, elicited during video-stimulated interviews, were analyzed to identify and characterize social-based and self-based contexts associated with metacognitive activity coded as awareness, regulatory, and evaluative. Three characterizations of the social-based contexts and 3 different characterizations of the self-based contexts emerged.