Metacognición en tareas de modelado matemático con estudiantes de Educación Primaria en Chile

Referencias

Almeida, L. M. W., Velozo de Castro, É. M. y Pierobon Gomes, J. C. S. (2021). Estratégias metacognitivas em atividades de modelagem matemática. En Anais do VIII Seminário Internacional de Pesquisa em Educação Matemática (SIPEM) (pp. 2029-2043). Uberlândia, Brasil. https://even3.blob.core.windows.net/anais/ANAIS.217ec246892448a4bead.pdf RevistaColombianadeEducaciónN.94e-ISSN 2323-0134 Universidad Pedagógica Nacional, ColombiaMetacognición en tareas de modelado matemático con estudiantes de Educación Primaria en ChileMaría D. Aravena-Díaz Horacio Solar Bezmalinovic Noemí Cárcamo Mansilla María Beatriz Cifuentes21Baten, E., Praet, M. y Desoete, A. (2017). The relevance and efficacy of metacognition for instructional design in the domain of mathematics. ZDM-Mathematics Education, 49, 613-623. https://doi.org/10.1007/s11858-017-0851-yBerger, J. L. (2009). The influence of achievement goals on metacognitive processes in math problem solving. Journal of Cognitive Education and Psychology, 8(2), 165-181. https://doi.org/10.1891/1945-8959.8.2.165Berger, J. L. (2012). Motivational belief and self-regulated learning in low vocational training track students. Journal of Educational and Development Psychology, 2(1), 37-48. https://doi.org/10.5539/jedp.v2n1p37Berger, J. L. (2013). Motivation et métacognition: les buts de compétence prédisent les processus métacognitifs en résolution de problèmes mathématiques. Psychologie française, 58(4), 297-318. https://dx.doi.org/10.1016/j.psfr.2013.07.002Berger, J. L. y Büchel, F. P. (2013). L’apprentissage autorégulé: perspectives théoriques et recherches empiriques. Ovadia.Blum, W. (2011). Can modelling be taught and learnt? Some answers from empirical research. En G. Kaiser, W. Blum, R. Borromeo Ferri y G. Stillman (eds.), Trends inteaching and learning of mathematical modelling.International perspectives on the teaching and learning of mathematical modelling(vol. 1, pp.15-30). Springer. https://doi.org/10.1007/978-94-007-0910-2_3Brown, A. L. (1977). Knowing when, where, and now to remember: A problem of metacognition. Lawrence Erlbaum Associates.Cárcamo-Mansilla, N., Aravena-Díaz, M. D. y Berres, S. (2024). Metacognitive strategies in mathematical modelling: A case study with engineering students. International Journal of Mathematical Education in Science and Technology, 1-24. https://doi.org/10.1080/0020739X.2024.2404421Cardella, M. E. (2008). Which mathematics should we teach engineering students? An empirically grounded case for a broad notion of mathematical thinking. Teaching Mathematics and Its Applications: International Journal of the IMA, 27(3), 150-159.https://doi.org/10.1093/teamat/hrn008Czocher, J. A. (2018). How does validating activity contribute to the modeling process? Educational Studies in Mathematics, 99(2), 13-159. https://doi.org/10.1007/s10649-018-9833-4Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition and Learning, 3, 189-206. https://doi.org/10.1007/s11409-008-9026-0 RevistaColombianadeEducaciónN.94e-ISSN 2323-0134 Universidad Pedagógica Nacional, ColombiaMetacognición en tareas de modelado matemático con estudiantes de Educación Primaria en ChileMaría D. Aravena-Díaz Horacio Solar Bezmalinovic Noemí Cárcamo Mansilla María Beatriz Cifuentes22Desoete, A. y De Craene, B. (2019). Metacognition and mathematics education: An overview. ZDM-Mathematics Education, 51(4), 565-575. https://doi.org/10.1007/s11858-019-01060-wDignath, C. y Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – Insights from video-based classroom observations and teacher interviews. Metacognition Learning, 13, 127-157. https://doi.org/10.1007/s11409-018-9181-x Efklides, A. (2001). Metacognitive experiences in problem solving. En A. Efklides, J. Kuhl y R. M. Sorrentino (Eds.), Trends and prospects in motivation research(pp. 297-323). Kluwer. Flavell, J. H. (1979). Metacognition and cognitive monitoring. A new area of cognitive-developmental inquiry a model of cognitive monitoring. American Psychologist, 34(10), 906-911.Geiger, V., Stillman, G., Brown, J., Galbriath, P. y Niss, M. (2018). Using mathematics to solve real world problems: The role of enablers. Mathematics Education Research Journal, 30(1), 7-19. https://doi.org/10.1007/s13394-017-0217-3Hidayat, R., Syed Zamri, S. N. A. y Zulnaidi, H. (2018). Does mastery of goal components mediate the relationship between metacognition and mathematical modelling competency? Educational Sciences: Theory & Practice, 18, 579-604. http://dx.doi.org/10.12738/estp.2018.3.0108Iskala, T., Vauras, M., Lehtinen, E. y Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379-393. https://doi.org/ 10.1016/j.learninstruc.2010.05.002Kaiser, G. y Schwarz, B. (2010). Authentic modelling problems in mathematics education-examples and experiences. Journal für Mathematik-Didaktik, 31(1), 51-76. https://doi.org /10.1007/s13138-010-0001-3Krüger, A., Vorhölter, K. y Kaiser, G. (2020). Metacognitive strategies in group work in mathematical modelling activities – The students’ perspective. En G. A. Stillman, G. Kaiser y C. E. Lampen (Eds.), Mathematical modelling education and sense-making. International perspectives on the teaching and learning of mathematical modelling(pp. 311-321). Springer. https://doi.org/10.1007/978-3-030-37673-4_27Lavasani, M., Mirhosseini, F., Hejazi, H. y Davoodi, M. (2011). The effect of self-regulation learning strategies training on the academic motivation and self-efficacy. Procedia-Social and Behavioral Sciences, 29, 627-632. https://dx.doi.org/10.1016/j.sbspro.2011.11.285 RevistaColombianadeEducaciónN.94e-ISSN 2323-0134 Universidad Pedagógica Nacional, ColombiaMetacognición en tareas de modelado matemático con estudiantes de Educación Primaria en ChileMaría D. Aravena-Díaz Horacio Solar Bezmalinovic Noemí Cárcamo Mansilla María Beatriz Cifuentes23Maaß, K. (2006). What are modelling competencies? ZDM, 38(2), 113-142. https://doi.org /10.1007/BF02655885Nelson, L. J. y Fyfe, E. R. (2019). Metacognitive monitoring and help-seeking decisions on mathematical equivalence problems. Metacognition Learning. 14, 167-187. https://doi.org/10.1007/s11409-019- 09203-wNiss, M., Blum, W. y Galbraith, P. (2007). Introduction. En W. Blum, P. Galbraith, H-W. Henn, y M. Niss (eds.), Modelling and applications in mathematics education. 14th ICMI Study (vol. 10, pp. 3-32). Springer. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225. https://doi.org/ 10.1207/s15430421tip4104_3.Pintrich, P. R. y De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org /10.1037/0022-0663.82.1.33Schoenfeld, A. (1987). What’s all the fuss about metacognition. En A. H. Schoenfeld (ed.), Cognitive science and mathematics education(pp. 189-215). Routledge. Schukajlow, S., Kaiser, G. y Stillman, G. (2023). Modeling from a cognitive perspective: Theoretical considerations and empirical contributions. Mathematical Thinking and Learning, 25(3), 259-269. https://doi.org/10.1080/10986065.2021.2012631Stillman, G. (2011). Applying metacognitive knowledge and strategies in applications and modelling tasks at secondary school. En G. Kaiser, W. Blum, R. Borromeo Ferri, y G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling. International perspectives on theteaching and learning of mathematical modelling (pp. 165–180). Springer. https://doi.org/10.1007/978-94-007-0910-2_18Temur, Ö. D., Özsoy, G. y Turgut, S. (2019). Metacognitive instructional behaviours of preschool teachers in mathematical activities. ZDM-Mathematics Education, 51(4), 655-666. https://doi.org/10.1007/s11858-019-01069-1Van Velzen, J. H. (2016). Eleventh-grade high school students’ accounts of mathematical metacognitive knowledge: Explicitness and systematicity. International Journal of Science and Mathematics Education, 14(2), 319-333. https://doi.org/10.1007/s10763-015-9689-3Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report instruments: A discussion. Metacognition and Learning, 6(2), 205-211.https://doi.org/10.1007/s11409-011-9080-xVeenman, M. V. J. y Van Cleef, D. (2019). Measuring metacognitive skills for mathematics: students’ self-reports versus on-line assessment methods. ZDM- RevistaColombianadeEducaciónN.94e-ISSN 2323-0134 Universidad Pedagógica Nacional, ColombiaMetacognición en tareas de modelado matemático con estudiantes de Educación Primaria en ChileMaría D. Aravena-Díaz Horacio Solar Bezmalinovic Noemí Cárcamo Mansilla María Beatriz Cifuentes24Mathematics Education, 51(4), 691-01. https://doi.org/10.1007/s11858-018-1006-5 Velozo de Castro, E. M. y Almeida, L. M. W. (2023). Estratégias metacognitivas de estudantes brasileiros em atividades de modelagem matemática. Revista Actualidades Investigativas en Educación, 23(1), 1-26. https://doi.org/10.15517/aie.v23i1.51512Vertuan, R. E. y Werle de Almeida, L. M. (2016). Práticas de monitoramento cognitivo em atividades de modelagem matemática. Bolema: Boletim de Educação Matemática, 30(56), 1070-1091. https://doi.org/10.1590/1980-4415v30n56a12Vorhölter, K. (2019). Enhancing metacognitive group strategies for modelling. ZDM-Mathematics Education, 51, 703-716. https://doi.org/10.1007/s11858-019-01055-7Vorhölter, K. y Krüger, A. (2021). Metacognitive strategies in modeling: Comparison of the results achieved with the help of different methods. Quadrante, 30(1), 178-197. Vorhölter, K., Krüger, A. y Wendt, L. (2019). Metacognition in mathematical modeling – An overview. En S. A. Chamberlin y B. Sriraman (Eds.), Affect and mathematical modeling(pp. 29-51). Springer. https://doi.org/10.1007/978-3-030-04432-9_3Wedelin, D., Adawi, T., Jahan, T. y Andersson, S. (2015). Investigating and developing engineering students’ mathematical modelling and problem-solving skills. European Journal of Engineering Education, 40(5), 557-572. https://doi.org/10.1080/03043797.2014.987648Whitebread, D., Bingham, S., Grau, V., Pasternak, D. P. y Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6(3), 433-455. https://doi.org/10.1891/194589507787382043