Resumen

MATO-VAZQUEZ, Dorinda; ESPINEIRA, Eva  y  LOPEZ-CHAO, Vicente A.. Impact of using metacognitive strategies in teaching mathematics. Perfiles educativos [online]. 2017, vol.39, n.158, pp.91-111. ISSN 0185-2698.

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.

Palabras llave : Metacognition; Strategies; Mathematics teaching-learning; Problem-solving; Learning to learn.

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