The Characterization of Metacognitive Regulation in the Resolution of Central Tendency Problems

Amaury de Jesús About the author


Problem solving is an important topic in mathematics because it allows students to apply what they learn to situations of everyday life. This is why this research aims to characterize how metacognitive regulation favors the processes of solving problems of measures of central tendency. The qualitative approach has a descriptive character, and the methodological design is a case study in which six 8th-grade students are analyzed. The results show how planning, monitoring and evaluation allow students to be more organized, identify and correct errors, know why they perform certain actions, and have control over their own learning. In addition, it is shown how the ontological obstacles demonstrated by learners in the resolution of problems are related to their conceptions, which are influenced by the use of everyday language.

Mathematics teaching; Problem solving; Metacognition; Learning

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