期刊名称：Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
印刷版ISSN：1307-6086
出版年度：2016
卷号：10
期号：1
页码：313
DOI：10.17522/nefefmed.15854
出版社：Necatibey Faculty of Education
摘要：The purpose of the study is to explain the transitions between cognitive and metacognitive activities occurring in mathematical modelling process within a technology enhanced environment. The participants of this research which is a case study were nine 1st year students studying in Secondary Mathematics Teacher Education Program. Data were collected from the transcripts of video recordings which were taken while three collaborative groups consisted of nine students were solving the simulation, theoretical and experimental modelling problems, and written answers of groups on solution, GeoGebra solution files, and observation notes of researchers. The metacognitive activities occurred in modelling process were handled in the dimensions of planning, monitoring, evaluation and prediction. The participants’ mental activities and transitions between them in modelling process were transferred to graphs. It was needed at least time in the simulation problem. While the most mental transition was occurred in theoretical modelling, the least transition was constituted in experimental modelling. In the process, the planning activities were the most common but prediction activities were the least common. The metacognitive activities played a key role in affecting irregular or unexpected transitions among stages and regulating modelling process. The cognitive and metacognitive activities did not occur sequentially in the process; they formed simultaneous and intertwined process in modelling process.
