<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412023000100101</article-id>
<article-id pub-id-type="doi">10.24320/redie.2023.25.e01.4227</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Práctica docente y metacognición en bachillerato para favorecer el aprendizaje de las matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Practice and Metacognition in High School to Promote Learning in Mathematics]]></article-title>
<article-title xml:lang="pt"><![CDATA[Prática docente e metacognição no Ensino Médio para favorecer a aprendizagem da matemática]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412023000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es identificar la noción que tiene el profesor de matemáticas sobre la metacognición y cómo promoverla en el aula de bachillerato para favorecer el aprendizaje en los estudiantes. Se entrevistó a dos profesores que imparten matemáticas en instituciones mexicanas de Educación Media Superior (bachillerato), para lo cual se diseñó una guía que tomó como referente el Modelo Educativo Obligatorio, conocimientos conceptuales y experiencia docente. Los resultados muestran que los participantes tienen conocimiento básico sobre metacognición y promueven la planeación, monitoreo y evaluación ante un problema dado, aunque no las reconocen como estrategias metacognitivas ni las relacionan con el aprendizaje autorregulado. Se requieren estudios que profundicen sobre el impacto de la práctica docente en el desarrollo e implementación de estrategias metacognitivas y la autorregulación del aprendizaje en matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article is to identify mathematics teachers&#8217; notions of metacognition and how it can be promoted in high school classrooms to support student learning. Two mathematics teachers working in Mexican upper secondary education (a high school) were interviewed following a guide designed around the obligatory educational model, conceptual knowledge, and teacher experience. The results show that participants have some basic knowledge of metacognition and promote planning, monitoring, and evaluation for a given problem, but fail to recognize these activities as metacognitive strategies or associate them with self-regulated learning. Further research is needed to gain deeper insight into the impact of teaching practice on the development and implementation of metacognitive strategies and self-regulation of learning in mathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é identificar a noção que o professor de matemática tem sobre a metacognição e como promovê-la na sala de aula do Ensino Médio para favorecer o aprendizado do alunos. Foram entrevistados dois professores que lecionam matemática em instituições mexicanas do Ensino Médio, para o qual foi desenhado um guia que tomou como referência o Modelo Educacional Obrigatório, conhecimentos conceituais e experiência docente. Os resultados mostram que os participantes têm conhecimentos básicos sobre metacognição e promovem o planejamento, o monitoramento e a avaliação diante de um determinado problema, embora não os reconheçam como estratégias metacognitivas nem os relacionam com a aprendizagem autorregulada. Requerem-se estudos que aprofundem sobre o impacto da prática docente no desenvolvimento e implementação de estratégias metacognitivas e de autorregulação da aprendizagem em matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesor de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="en"><![CDATA[mathematics teachers]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="pt"><![CDATA[professor de matemática]]></kwd>
<kwd lng="pt"><![CDATA[metacognição]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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