Impacto de uso de estrategias metacognitivas en la enseñanza de las matemáticas
ISSN: 0185-2698, 2448-6167
Year of publication: 2017
Volume: 39
Issue: 158
Pages: 91-111
Type: Article
More publications in: Perfiles educativos
Sustainable development goals
Abstract
This article analyzes the implications of incorporating metacognitive strategies in mathematics learning with sixth grade students. This quasi-experimental study used mathematical contents to analyze the level of students’ comprehension in response to explicit instructions from teachers, and students’ participation in guided practice, cooperative work and individual practice, for the purpose of analyzing their level of learning. Results based on pretests and posttests indicate improvements in attention, comprehension, cooperative work, problem-solving, learning processes, confidence and motivation. On the basis of these results, the authors argue that the use of metacognitive strategies plays an important role in mathematics education, since it allows students to control their comprehension, detect errors, examine previous knowledge and explore their own thought processes.