Abstract

During the last years, mathematical modelling has been entering the field of engineering education because it is a bridge between mathematics and industry that also promotes the development of skills that require the engineer of the twenty-first century. Nevertheless, the modelling process is involved and requires the deployment of cognitive skills of superior level, particularly metacognitive skills. This contribution presents the results of a multiple qualitative case study on metacognitive strategies used by groups of engineering students associated with each transition of the mathematical modelling process. During the development of the course, observations and retrospective interviews were carried out, which evidenced the use of metacognitive planning strategies from simplification to interpretation; metacognitive monitoring strategies throughout the modelling process, metacognitive regulation strategies from mathematization to mathematical work and metacognitive evaluation strategies during simplification, mathematization and validation. The results expand the classification framework of metacognitive strategies for engineering students.