Teaching Practice and Metacognition in High School to Promote Learningin Mathematics

Teaching Practice and Metacognition in High School to Promote Learningin Mathematics

The objective of this article is to identify mathematics teachers’ 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 desig...

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Autores principales: Cázares Balderas, Milagros de Jesús, Páez, David Alfonso
Formato: Online
Lenguaje:spa
eng
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Acceso en línea:https://redie.uabc.mx/redie/article/view/4227
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record_format ojs
institution REDIE
collection OJS
language spa
eng
format Online
author Cázares Balderas, Milagros de Jesús
Páez, David Alfonso
spellingShingle Cázares Balderas, Milagros de Jesús
Páez, David Alfonso
Teaching Practice and Metacognition in High School to Promote Learningin Mathematics
author_facet Cázares Balderas, Milagros de Jesús
Páez, David Alfonso
author_sort Cázares Balderas, Milagros de Jesús
title Teaching Practice and Metacognition in High School to Promote Learningin Mathematics
title_short Teaching Practice and Metacognition in High School to Promote Learningin Mathematics
title_full Teaching Practice and Metacognition in High School to Promote Learningin Mathematics
title_fullStr Teaching Practice and Metacognition in High School to Promote Learningin Mathematics
title_full_unstemmed Teaching Practice and Metacognition in High School to Promote Learningin Mathematics
title_sort teaching practice and metacognition in high school to promote learningin mathematics
description The objective of this article is to identify mathematics teachers’ 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 impactof teaching practice on the development and implementation of metacognitive strategies and self-regulation of learning in mathematics.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4227
_version_ 1798984266784178176
spelling redie-article-42272024-05-03T18:55:53Z Teaching Practice and Metacognition in High School to Promote Learningin Mathematics Práctica docente y metacognición en bachillerato para favorecer el aprendizaje en la clase de matemáticas Prática docente e metacognição no Ensino Médio para favorecer a aprendizagem da matemática Cázares Balderas, Milagros de Jesús Páez, David Alfonso profesor de matemáticas metacognición estrategias de aprendizaje resolución de problemas professor de matemática metacognição estratégias de aprendizagem resolução de problemas mathematics teachers metacognition learning strategies problem solving The objective of this article is to identify mathematics teachers’ 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 impactof teaching practice on the development and implementation of metacognitive strategies and self-regulation of learning in mathematics. El objetivo de este artículo es identificar la noción que tiene el profesor de matemáticas sobre 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 ello, se diseñó una Guía de entrevista, 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 autorregulación del aprendizaje en matemáticas. 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. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-01-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html text/html application/pdf application/pdf text/xml application/epub+zip application/epub+zip https://redie.uabc.mx/redie/article/view/4227 10.24320/redie.2023.25.e01.4227 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-15 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-15 1607-4041 spa eng https://redie.uabc.mx/redie/article/view/4227/2340 https://redie.uabc.mx/redie/article/view/4227/2377 https://redie.uabc.mx/redie/article/view/4227/2378 https://redie.uabc.mx/redie/article/view/4227/2380 https://redie.uabc.mx/redie/article/view/4227/2358 https://redie.uabc.mx/redie/article/view/4227/2354 https://redie.uabc.mx/redie/article/view/4227/2382 Derechos de autor 2023 Milagros de Jesús Cázares Balderas, David Alfonso Páez https://creativecommons.org/licenses/by-nc/4.0

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