The role of self-regulation practices in mathematical modelling

Abstract

One of the fundamental competencies to relate the individuals’ mathematical knowledge to their daily context is mathematical modelling, which has been gaining importance in educational curricula at international level. Self-regulation is another competency that has taken centre stage in Mathematics Education, since it allows autonomous planning, management, and control of learning. In this context, it is interesting for us to pose the question: What is the role played by self-regulation practices in the mathematical modelling process? To answer it, we propose an articulation between two theoretical approaches: on one hand, modelling as a mathematical competency and process; on the other hand, self-regulation as a transversal competency; both applied to the analysis of the mathematical activity in modelling. Methodologically, it is a reflective-on-theory study in which we start from the analysis of the expert solving of a modelling problem, which we complemented with the identification of the intervening practices that promote self-regulated learning in the different transitions of a modelling cycle. Finally, we applied this reflection to the analysis of the implementation of a workshop that combines self-regulated learning and modelling for practising secondary education mathematics teachers. As a result, we propose an articulation between both theoretical approaches for the development of the mathematical activity in modelling, which highlights the importance of incorporating practices that promote self-regulated learning when working with this process in the classroom.