Ir al contenido

Documat

Estrategias metacognitivas de un grupo de estudiantes brasileños en actividades de modelación matemática

  • Élida Maiara Velozo de Castro [1] ; Lourdes Maria Werle de Almeida [1]
    1. [1] UniversidadeEstadual de Londrina, Londrina, Paraná, Brasil.
  • Localización: Actualidades Investigativas en Educación, ISSN-e 1409-4703, Vol. 23, Nº. 1, 2023
  • Idioma: español
  • DOI: 10.15517/aie.v23i1.51512
  • Títulos paralelos:
    • Metacognitive strategies a group of Brazilian students in mathematical modelling activities
  • Enlaces
  • Resumen
    • español

      El artículo tiene como objetivo investigar el potencial de la modelación matemática para promover estrategias metacognitivas. La investigación, de naturaleza cualitativa, se basa en un marco teórico y considera datos obtenidos de estudiantes de un curso de Licenciatura en Matemáticas, en una universidad brasileña, durante los años 2020 y 2021. Los resultados indican que estas estrategias son desencadenadas por las demandas de las diferentes fases de una actividad de modelación, caracterizadas por: interacción, matematización, resolución, interpretación y validación; elaboración de un informe y comunicación de resultados. Aunque la metacognición es un atributo personal, se ha manifestado a través de estrategias tanto individuales como colaborativas. Las actividades se realizaron en dos momentos diferentes de familiarización del estudiantado con la modelación y, aunque no hubo diferencias en la cantidad, hay indicios de que en la actividad del tercer momento surgieron estrategias que pueden haber contribuido más al desempeño del grupo, tanto en la competencia para hacer modelación como en su desempeño matemático. La identificación de estrategias metacognitivas promovidas por las demandas de las actividades lleva a la conclusión de que en el contexto de la investigación, constituyen un ejemplo de un entorno metacognitivamente apropiado.

    • English

      The article aims to investigate the potential of mathematical modelling to promote metacognitive strategies. The investigation, of a qualitative nature, is based on a theoretical framework and considers data obtained from students of a Mathematics Degree, at a Brazilian university, during the years 2020 and 2021. The results indicate that these strategies are triggered by the demands of the different phases of a modelling activity, that are characterized as: interaction, mathematization, resolution, interpretation and validation; preparation of a report and communication of results. Although metacognition is a personal attribute, it has manifested itself through both individual and collaborative strategies. The activities were carried out in two different moments of familiarization of the students with the modelling and, although there were no differences in the amount, there are indications that in the activity of the third moment strategies emerged that may have contributed more to the performance of the group regarding the competence to do modelling as well as for their mathematical performance. The identification of metacognitive strategies promoted by the demands of the activities leads to the conclusion that in the circumstances in which they were developed, they constitute an example of a metacognitively rich environment

  • Referencias bibliográficas
    • Almeida, Lourdes Maria Werle. (2018). Considerations on the use of mathematics in modeling activities. ZDM, 50(1), 19-30.
    • Almeida, Lourdes Maria Werle., e Brito, Dirceu dos Santos. (2005). Atividades de modelagem matemática: que sentido os alunos podem lhe atribuir?...
    • Almeida, Lourdes Maria Werle., Castro, Élida Maiara Velozo., e Gomes, Joice Caroline Sander. (2021). Estratégias metacognitivas em atividades...
    • Almeida, Lourdes Maria Werle., Castro, Élida Maiara Velozo., e Silva, Maria Helena. (2021). Recursos semióticos em atividades de modelagem...
    • Almeida, Lourdes Maria Werle., e Silva, Karina Alessandra Pessoa. (2021). Ciclo de modelagem matemática interpretado à luz de estratégias...
    • Almeida, Lourdes Maria Werle., Silva, Karina Pessoa., and Vertuan, Rodolfo Eduardo. (2018). Modelagem Matemática na Educação Básica (5ª reimp.)....
    • Blum, Werner. (2015). Quality teaching of mathematical modelling: What do we know, what can we do? In Sung Je Cho (Ed.), The Proceedings of...
    • Bogdan, Robert., and Biklen, Sari Knopp. (2007). Qualitative research for education: An introduction to theories and methods. Pearson Education.
    • Bransford, John., Brown, Ann., and Cocking, Rodney. (2000). How people learn (Vol. 11). Washington, DC: National academy press.
    • Brown, Ann. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Franz Emanuel Weinert, and...
    • De Boer, Hester., Donker, Anouk S., Kostons, Danny D.N.M., and Van der Werf, Greetje P.C. (2018). Long-term effects of metacognitive strategy...
    • Desoete, Annemie. and De Craene, Brigitte. (2019). Metacognition and mathematics education: an overview. ZDM, 51(4), 565–575. https://doi.org/10.1007/s11858-019-01060-w
    • Dignath, Charlotte., e Büttner, Gerhard. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary...
    • Eilerts, Katja., e Kolter, Jana. (2015). Strategieverwendung durch Grundschulkinder bei Modellierungsaufgaben. In Gabriele Kaiser and Hans-Wolfgang...
    • Ferri, Rita Borromeo. (2018). Mathematical Modeling Days and Projects: Go for More. In Rita Borromeo Ferri, Learning How to Teach Mathematical...
    • Flavell, John Henry. (1978). Metacognitive development. In Joseph Scandura and Charles Brainerd (Eds), Structural process theories of complex...
    • Flavell, John Henry. (1976). Metacognitive aspects of problem solving. In Lauren Resnick (Ed.), The nature of intelligence (pp. 231–236)....
    • Garnica, Antonio Vicente Manfioti. (2001). Pesquisa qualitativa e Educação (Matemática): de regulações, regulamentos, tempos e depoimentos....
    • Harris, Karen., Santangelo, Tanya., and Graham, Steve. (2010). Metacognition and strategy instruction in writing. In Harriet Salatas Waters...
    • Hidayat, Riyan., Zamri, Sharifah Norul Akmar Syed., Zulnaidia, Hutkemri., and Yuanita, Putri. (2020). Meta-cognitive behaviour and mathematical...
    • Hidayat, Riyan., Zulnaidi, Hutkemri., e Zamri, Sharifah Norul Akmar. (2018). Roles of metacognition and achievement goals in mathematical...
    • Jacobs, Janis., e Paris, Scott. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational...
    • Kaiser, Gabriele., and Brand, Susanne. (2015). Modelling competencies: Past development and further perspectives. In Gloria Stillman, Werner...
    • Kim, Young Rae., and Moore, Tamara. (2019). Multiple Levels of Metacognition: Circumstances Interfering with Students' Spontaneous Metacognitive...
    • Lüdke, Menga., e André, Marli. (1986). Pesquisa em Educação: abordagens qualitativas. São Paulo, EPU.
    • Maaß, Katja. (2010). Classification scheme for modelling tasks. Journal für Mathematik-Didaktik, 31(2), 285-311.
    • Magiera, Marta., and Zawojewski, Judith. (2019). Principles for Designing Research Settings to Study Spontaneous Metacognitive Activity. In...
    • Mahdavi, Mohsen. (2014). An overview: Metacognition in education. International Journal of Multidisciplinary and current research, 2(may-june),...
    • McCormick, Christine. (2003). Metacognition and learning. In William M. Reynolds, Gloria Miller and Irving Weiner (Eds.), Handbook of psychology:...
    • Pollak, Henry. (1970). Applications of Mathematics. Teachers College Record, 71(5), 311-334.
    • Pollak, Henry. (2011). What is mathematical modeling? Journal of Mathematics Education at Teachers College, 2(1), 64.
    • Rosa, Cleci Werner., e Alves, José Filho de Pinho. (2012). Evocação espontânea do pensamento metacognitivo nas aulas de física: estabelecendo...
    • Schneider, Wolfgang, e Artelt, Cordula. (2010). Metacognition and mathematics education. ZDM, 42(2), 149-161.
    • Schraw, Gregory., e Moshman, David. (1995). Metacognitive theories. Educational psychology review, 7(4), 351-371.
    • Schraw, Gregory. (1998). Promoting general metacognitive awareness. Instructional science, 26, 113-125.
    • Schukajlow, Stanislau., Kaiser, Gabriele., and Stillman, Gloria. (2018). Empirical research on teaching and learning of mathematical modelling:...
    • Stillman, Gloria. (2011). Applying Metacognitive Knowledge and Strategies in Applications and Modelling Tasks at Secondary School. In Gabriele...
    • Vorhölter, Katrin., and Krüger, Alexandra. (2021). Metacognitive strategies in modeling: Comparison of the results achieved with the help...
    • Vorhölter, Katrin., Krüger, Alexandra., and Wendt, Lisa. (2019). Metacognition in mathematical modeling – An overview. In Scott A. Chamberlin...
    • Vorhölter, Katrin. (2017). Measuring metacognitive modeling competencies. In Gloria Stillman, Werner Blum and Gabriele Kaiser (Eds.), Mathematical...
    • Vorhölter, Katrin. (2018). Conceptualization and measuring of metacognitive modelling competencies: Empirical verification of theoretical...
    • Vorhölter, Katrin. (2019). Enhancing metacognitive group strategies for modelling. ZDM, 51(4), 703-716.
    • Williams, Joana., and Atkins, Grant. (2009). The role of metacognition in teaching reading comprehension to primary students. In Douglas J....
Fundación Dialnet

Mi Documat

Opciones de artículo

Opciones de compartir

Opciones de entorno