Abstract. This study aims to describe the metacognitive self-management of students in
developing rigorous mathematical thinking. This study uses a qualitative method with a case
study approach. The subjects were three students from the third level mathematics education
department selected and contracted Real Analysis lectures. The first subject experienced a
significant change from the beginning of the meeting, resulting in the metacognitive selfmanagement process being well-conditioned. He completed the task more confidently than the
initial presentation, used several references and sources of information to complete the job, and
better represented each answer in mathematical symbols. In the first subject, the cognitive
function that appears is level-1 with qualitative thinking. For the 2nd subject, there is also a
change in the learning process and the teacher's motivation and guidance. The results of the
interviews showed that students applied strategies in completing assignments. They answered
them systematically, based on experience, and mastered the prerequisite material. Students show
improved thinking skills related to mastery of concepts from new material, analyze the problems
given, are critical and focus when answering, and look hard to get maximum evaluation results.
This 2nd subject enters the level of quantitative thinking with precision. While the 3rd subject,
self-management, seems stable, but it still seems lacking in adjusting the understanding of
prerequisites with understanding concepts from new material. The development during the
learning process shows that he can activate his mathematical knowledge, compose logical proofs
of Real Analysis material problems, and build relationships between prerequisite concepts and
new material. This type of student enters the level of abstract relational. The results of the study
can be a reference for teachers to determine the learning model and the related instruments in it
so that they can grow the level of mathematical thinking both before, during, and after the
learning process.