Duman, Sultan OzgeYenmez, Arzu Aydogan2024-11-072024-11-0720240020-739X1464-5211https://doi.org/10.1080/0020739X.2024.2404426https://hdl.handle.net/11480/14525The purpose of the study is to investigate the changing mathematical connection and metacognitive skills of students in the process of applying mathematical modelling. The data used for the study were collected from modelling activities, students' written responses to modelling activities, audio recordings, semi-structured interviews, and observation notes. The data obtained were analysed using content analysis. As a result of the data analysis, it was found that metacognitive skills were used in each activity in the mathematical modelling process and were developed in interaction with each other. Although inter-concept and real-world connection skills are most commonly used in mathematical connection skills, modelling activities were found to enhance connection skills by allowing students to use connection skills with different disciplines and between different representations of the concept. It was found that metacognitive skills and mathematical connection skills develop interdependently, and it was found that mathematical modelling activities can be used as a tool for developing both of these skills.eninfo:eu-repo/semantics/closedAccessMathematical connectionmetacognitionmathematical modellingmathematics educationArticle10.1080/0020739X.2024.24044262-s2.0-85205563161Q2WOS:001325633900001N/A