This paper describes a models and modeling framework that has been applied to various areas in teaching, learning and problem solving. It examines the implications of that framework on metacognition and higher order thinking during everyday problem-solving situations that required teams of students to produce complex solutions in approximately 1-2 hours. In a team of students, there may be multiple interpretations of a complex problem situation and communication of interpretations effects problem solving. This changes the role of metacognition. (Author)