Metacognitive Strategy Model for the Development of Mathematical Problem Solving
Modelo de estrategia metacognitiva para el desarrollo de la resolución de problemas matemáticos
Modelo de estratégia metacognitiva para o desenvolvimento da resolução de problemas matemáticos
| 2024 | |
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metacognitive strategy learning mathematical problem-solving estrategia metacognitiva aprendizaje resolución de problemas matemáticos estratégia metacognitiva aprendizagem resolução de problemas matemáticos |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
| https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3313 | |
| Acceso abierto |
| Sumario: | The study was conducted with secondary school students and teachers of Mathematics at an educational institution in Peru. The objective was to design a metacognitive strategy to promote the development of problem-solving skills. The methodology employed aligns with the socio-critical paradigm, utilizing a mixed approach and applied research of transformative scope. The adopted design was the nested concurrent dominant model. The sample consisted of 16 students and six teachers. Various instruments, including semi-structured interviews, observation guides, questionnaires, and a pedagogical test, were utilized during the field diagnosis to assess the current state of the problem. Results revealed a low level of knowledge and skills in solving mathematical problems, with 56.25% scoring low in problem comprehension and 50% in plan conception, while 44% scored low in plan execution and solution examination. Furthermore, interviews, observations, and questionnaires indicated that this situation stemmed from the methodologies employed in the classroom. In conclusion, a metacognitive strategy model is presented to guide teachers in empowering students and fostering their engagement in knowledge construction and problem-solving skills development. |
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