<?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>S2448-80892020000300039</article-id>
<article-id pub-id-type="doi">10.24844/em3203.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización de procesos metacognitivos en la resolución de problemas de numeración y patrones matemáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of metacognitive processes in number and pattern math problem solving]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torregrosa]]></surname>
<given-names><![CDATA[Alba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deulofeu]]></surname>
<given-names><![CDATA[Jordi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albarracín]]></surname>
<given-names><![CDATA[Lluís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Barcelona Facultad de Ciencias de la Educación Departamento de Didáctica de la Matemática y las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Barcelona Facultad de Ciencias de la Educación Departamento de Didáctica de la Matemática y las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Barcelona Facultad de Ciencias de la Educación Departamento de Didáctica de la Matemática y las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>3</numero>
<fpage>39</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000300039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo exploramos el uso de una base de orientación (Jorba y Sanmartí, 1996) como herramienta para promover los procesos metacognitivos en resolución de problemas de patrones. Realizamos un análisis inductivo de las producciones del alumnado con el objetivo de caracterizar los procesos metacognitivos escritos derivados de la creación y aplicación de dicho instrumento. El estudio se realizó con 75 alumnos de sexto de primaria en tres centros del área metropolitana de Barcelona. El alumnado elaboró una Base de Orientación y la aplicó a dos problemas de numeración y patrones mate-máticos. Nuestros resultados enfatizan que la Base de Orientación ayuda al alumnado a verbalizar y pautar los procesos metacognitivos durante la resolución de un problema, pero su linealidad actúa como hándicap dada la tipología de problemas trabajados. Así pues y a modo de conclusión, damos un nuevo formato al instrumento adaptándolo a la necesidad heurística no lineal de los problemas, creando un nuevo instrumento al que llamaremos Base de Orientación no Lineal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper we explore the use of an orientation base (Jorba y Sanmartí, 1996) as a tool to promote metacognitive processes in pattern problem solving. We carried out an inductive analysis of the students&#8217; productions with the aim of characterizing the written metacognitive processes derived from the creation and application of the instrument. This study has been carried out with 75 sixth grade students in three different centers into the metropolitan area of Barcelona. The students developed and applied an Orientation Base to solve two problems about numbering and mathematical patterns. Our results emphasize that the Orientation Base helps students to verbalize and guide the metacognitive processes during problem solving, but its linearity acts as a handicap given the nature of the problems. In conclusion, we redefine the instrument considering the non-linear heuristic need of problems. Therefore, we create a new instrument that we will call Non-Linear Orientation Base.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Base de Orientación]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="es"><![CDATA[Patrones matemáticos]]></kwd>
<kwd lng="en"><![CDATA[Orientation basis]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[Problem solving]]></kwd>
<kwd lng="en"><![CDATA[Elementary education]]></kwd>
<kwd lng="en"><![CDATA[Mathematical patterns]]></kwd>
</kwd-group>
</article-meta>
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