Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students
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| Formato: | Online |
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Universidad Nacional, Costa Rica
2020
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/12779 |
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UNICIENCIA12779 |
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UNICIENCIA127792022-06-14T15:40:04Z Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students La representación en la resolución de problemas matemáticos: un análisis de estrategias metacognitivas de estudiantes de secundaria Arteaga-Martínez, Blanca Macías, Jesús Pizarro, Noemí problem solving representation records mathematics teaching secondary education representation register metacognition resolución de problemas registros de representación didáctica de la matemática educación secundaria metacognición This article seeks to show the importance of solving verbal mathematics problems, and the role of metacognitive regulation in this process. To do so, awareness will be raised in secondary school teachers regarding the use of problem-solving as an exploratory resource in the metacognitive strategies applied by students, which teachers may use as input to modify methodologies in the classroom, both individually and collectively. A theoretical framework focused on the use of problem solving is provided as a didactic resource, paying special attention to the representations students use during problem solving to facilitate their understanding of a problem. Quasi-experimental research was carried out on a non-random sample of 99 students from the first and third years of secondary school, who solved problems with guidance focused on handling numerical and geometrical concepts. The results show clear differences in the metacognitive strategies used by students during the solution of these types of problems; teachers must therefore adapt their guidance strategies based on the mathematical content addressed. El artículo tiene como objetivo mostrar la importancia de la resolución de problemas verbales de matemáticas y la regulación metacognitiva durante aquella. Por ello, queremos sensibilizar a docentes de educación secundaria respecto al uso de dicha resolución, como recurso exploratorio de las estrategias metacognitivas que el estudiante pone en funcionamiento y que pueden servirle de información para adecuar la metodología del aula, tanto de forma individual como colectiva. Con el afán de conseguirlo, aportamos un marco teórico centrado en el uso y la utilidad de la resolución de problemas como recurso didáctico, se presta especial atención a las representaciones que los estudiantes emplean durante esa resolución, la cual resulta un elemento facilitador de la comprensión. La investigación cuasi-experimental se ha desarrollado con una muestra no aleatoria de 99 estudiantes del primer y tercer curso de educación secundaria, al resolver problemas de forma guiada, centra los contenidos en el manejo numérico y geométrico. Los resultados evidencian distinciones en las estrategias metacognitivas aplicadas por los alumnos durante la resolución en ambos tipos de problemas, por lo que nos planteamos que la mediación del docente debe diferenciarse, a partir del bloque de contenido matemático con el que se esté trabajando. Universidad Nacional, Costa Rica 2020-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Papers evaluated by academic peers Artículos evaluados por pares académicos application/pdf text/html application/epub+zip https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/12779 10.15359/ru.34-1.15 Uniciencia; Vol. 34 No. 1 (2020): Uniciencia. January-june, 2020; 263-280 Uniciencia; Vol. 34 Núm. 1 (2020): Uniciencia. Enero - Junio, 2020; 263-280 Uniciencia; v. 34 n. 1 (2020): Uniciencia. January-june, 2020; 263-280 2215-3470 spa https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/12779/17822 https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/12779/17823 https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/12779/17824 |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Uniciencia |
| language |
spa |
| format |
Online |
| author |
Arteaga-Martínez, Blanca Macías, Jesús Pizarro, Noemí |
| spellingShingle |
Arteaga-Martínez, Blanca Macías, Jesús Pizarro, Noemí Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students |
| author_facet |
Arteaga-Martínez, Blanca Macías, Jesús Pizarro, Noemí |
| author_sort |
Arteaga-Martínez, Blanca |
| title |
Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students |
| title_short |
Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students |
| title_full |
Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students |
| title_fullStr |
Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students |
| title_full_unstemmed |
Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students |
| title_sort |
representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students |
| title_alt |
La representación en la resolución de problemas matemáticos: un análisis de estrategias metacognitivas de estudiantes de secundaria |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2020 |
| url |
https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/12779 |
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