<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892020000100221</article-id>
<article-id pub-id-type="doi">10.24844/em3201.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Discusión teórica sobre las prácticas docentes como mediadoras para potencializar estrategias metacognitivas en la solución de tareas matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical discussion on teaching practices as mediators in the development of metacognitive strategies for solving mathematical tasks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cázares Balderas]]></surname>
<given-names><![CDATA[Milagros de Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Páez]]></surname>
<given-names><![CDATA[David Alfonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Martínez]]></surname>
<given-names><![CDATA[María Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes Centro de Ciencias Sociales y Humanidades ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes Centro de Ciencias Sociales y Humanidades ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes Centro de Ciencias Sociales y Humanidades ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>1</numero>
<fpage>221</fpage>
<lpage>240</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Una de las expectativas de la educación básica y media superior es lograr que los estudiantes sean sujetos activos y regulen sus aprendizajes. Aunque investigaciones recientes retoman el interés por discutir la metacognición y su impacto en el aprendizaje de las matemáticas, la discusión no profundiza en el papel del profesor. El objetivo de este artículo, es hacer una reflexión teórica sobre las acciones del docente que pueden potencializar estrategias metacognitivas en la enseñanza de las matemáticas para un aprendizaje autorregulado, tomando como referente la metáfora de andamiaje. En el documento se discute el concepto de metacognición y su relación con el aprendizaje autorregulado, se exponen las principales líneas de investigación sobre las prácticas docentes en torno a la metacognición, y se analiza el papel del docente como un mediador necesario en la realización de tareas matemáticas que los alumnos no lograrían por sí mismos en una primera instancia. La revisión de literatura permite concluir que el docente construye andamiajes que potencializan la metacognición en los estudiantes, llevándolos a determinar, ejecutar y evaluar procedimientos de solución ante una tarea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: One of the aims of basic and middle education is to enable students to become active learners and to regulate their learning processes. As a result of this, current research looks at metacognition and its influence on mathematics learning, but the role played by teachers in promoting metacognition has not been studied in depth. The purpose of this paper is to develop a theoretical discussion on the teaching actions that potentiate metacognitive strategies. This discussion is focused on mathematics teaching for self-regulated learning, and it takes as a reference the scaffolding metaphor. In order to achieve its purpose, the paper first examines the concept of metacognition and its relationship with self-regulated learning; afterwards the main research strands on metacognition are presented and the role of the teacher as a mediator in solving mathematical tasks is analyzed. The literature review shows that teachers build scaffoldings in order to potentiate metacognition in students, and these scaffoldings lead students to determine, execute and assess procedures in the course of solving mathematical tasks.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[prácticas docentes]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[andamiaje]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[scaffolding]]></kwd>
</kwd-group>
</article-meta>
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