A qualitative metasynthesis: Interaction between mathematical modeling and higher order thinking

Abstract

In the current educational context, there is an increasing emphasis on developing students' higher-order thinking skills, along with a search for methods that effectively enhance these abilities. Mathematical modeling, with its problem structure that promotes complex and non-algorithmic thinking, is regarded as an approach that can create optimal conditions for fostering higher-order thinking skills. The existing literature provides valuable insights for practitioners on how to cultivate these skills in mathematics instruction while also guiding researchers in deepening their exploration of these constructs. In response to this need, we conducted a meta-synthesis study to thoroughly examine research focused on the relationship between mathematical modeling and higher-order thinking. Our objective was to explore both how higher-order thinking is reflected in the mathematical modeling process and how mathematical modeling contributes to the development of higher-order thinking skills. We synthesized 12 articles that met the quality criteria through an open-coding and categorization process. Our findings revealed a bidirectional relationship between mathematical modeling and higher-order thinking. Additionally, we identified several key factors that should be considered before, during, and after implementation to maximize the interaction between higher-order thinking and the mathematical modeling process. These factors include the context and structure of the mathematical modeling task, teacher actions during the modeling process, students' experiences, instructional elements, and the nature of the stages in the modeling process. The synthesized results offer valuable insights for practitioners seeking to improve classroom instruction and for researchers aiming to identify gaps in the field.