<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362022000200169</article-id>
<article-id pub-id-type="doi">10.12802/relime.22.2522</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis metacognitivo de un aula de matemática sobre medida de superficies]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognitive analysis of a mathematics class on surface measurement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gusmão]]></surname>
<given-names><![CDATA[Tânia Cristina Rocha Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moll]]></surname>
<given-names><![CDATA[Vicenç Font]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Barcelona Departamento de Educação Lingüística, Literaria e Didactica de las Ciencias Experimentales y Matematicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>169</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362022000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362022000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362022000200169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene por objetivo analizar las prácticas que realiza un profesor con sus estudiantes para resolver un problema de medida de superficies en las que intervienen aspectos de carácter metacognitivo. Se diseñó una propuesta didáctica, basada en una metodología de enseñanza por diagnóstico, en la que el profesor propone una tarea para hacer aflorar diferentes significados personales acerca de las magnitudes longitud y superficie, utilizando el tangram de Fletcher. La instrucción fue llevada a cabo en una clase de 26 estudiantes de 14 años que cursaban 2º año de la Educación Secundaria Obligatoria en España. Para el análisis se tomaron, como referente teórico, constructos de metacognición y del Enfoque Ontosemiótico. Entre las conclusiones está que cognición y metacognición pueden ser mejoradas con una instrucción bien planeada y responsablemente ejecutada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study is to analyze the practices that a teacher carries out with his students to solve a surface measurement problem in which aspects of a metacognitive nature intervene. A didactic proposal was designed, based on a diagnostic teaching methodology, in which the teacher proposes a task to bring out different personal meanings about the length and surface magnitudes, using Fletcher's tangram. The instruction was carried out in a class of 26 14-year-old students who were in the 2nd year of Compulsory Secondary Education in Spain. For the analysis, constructs of metacognition and the Ontosemiotic Approach were taken as theoretical reference. Among the conclusions is that cognition and metacognition can be improved with well planned and responsibly executed instruction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo é analisar as práticas que um professor realiza com seus alunos para resolver um problema de medida de superfície em que intervêm aspectos de natureza metacognitiva. Foi elaborada uma proposta didática, baseada em uma metodologia de ensino por diagnóstico, na qual o professor propõe uma tarefa para trazer à tona diferentes significados pessoais sobre as grandezas de comprimento e superfície, utilizando o tangram de Fletcher. A instrução foi realizada em uma turma de 26 alunos de 14 anos do 2º ano correspondente ao Ensino Fundamental II, na Espanha. Para a análise, tomaram-se como referencial teórico os construtos da metacognição e do Enfoque Ontossemiótico. Entre as conclusões está que a cognição e a metacognição podem ser melhoradas com uma instrução bem planejada e executada com responsabilidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L'objectif de cette étude est d'analyser les pratiques qu'un enseignant met en &#339;uvre avec ses élèves pour résoudre un problème de mesure de surface dans lequel interviennent des aspects de nature métacognitive. Une proposition didactique a été conçue, basée sur une méthodologie d'enseignement diagnostique, dans laquelle l'enseignant propose une tâche pour faire ressortir différentes significations personnelles sur les grandeurs de longueur et de surface, en utilisant le tangram de Fletcher. L'instruction a été réalisée dans une classe de 26 élèves de 14 ans qui étaient en 2e année de l'enseignement secondaire obligatoire en Espagne. Pour l'analyse, les constructions de la métacognition et l'approche ontosémiotique ont été prises comme référence théorique. Parmi les conclusions, il y a que la cognition et la métacognition peuvent être améliorées avec un enseignement bien planifié et exécuté de manière responsable.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cognición]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[Medida de Superficie]]></kwd>
<kwd lng="es"><![CDATA[Resolución de Problema]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Docentes]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[Surface Measurement]]></kwd>
<kwd lng="en"><![CDATA[Problem Solving]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practices]]></kwd>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="pt"><![CDATA[Medidas de Superfície]]></kwd>
<kwd lng="pt"><![CDATA[Resolução de Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de Ensino]]></kwd>
<kwd lng="fr"><![CDATA[Cognition]]></kwd>
<kwd lng="fr"><![CDATA[Métacognition]]></kwd>
<kwd lng="fr"><![CDATA[Mesure de Surface]]></kwd>
<kwd lng="fr"><![CDATA[Résolution de Problèmes]]></kwd>
<kwd lng="fr"><![CDATA[Pratiques Pédagogiques]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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