Metacognitive strategies in mathematical modelling activities: structuring an identification instrument

• Almeida, Lourdes Maria Werle De ^[1] ; Castro, Élida Maiara Velozo de ^[1]
  1. [1] Universidade Estadual de Londrina

     Universidade Estadual de Londrina

     Brasil

     
• Localización: REDIMAT, ISSN-e 2014-3621, Vol. 12, Nº. 3, 2023 (Ejemplar dedicado a: October), págs. 210-228
• Idioma: inglés
• DOI: 10.17583/redimat.12926
• Títulos paralelos:
  • Estrategias Metacognitivas en Actividades de Modelación Matemática: Estructuración de un Instrumento de Identificación
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El artículo tiene como objetivo proponer un instrumento para identificar las estrategias metacognitivas de los estudiantes en actividades de modelado matemático. Los ítems fueron diseñados a partir de una revisión sobre metacognición e instrumentos ya reconocidos en la literatura. Este diseño comprende un instrumento que se diferencia de otros en los que los datos fueron el uso autoinformado de estrategias metacognitivas por parte de los estudiantes. El instrumento que proponemos está dirigido al docente y es él quien, a partir de un proceso analítico, inferirá si los estudiantes utilizan estrategias metacognitivas en las actividades. Se realizó una investigación empírica y se resolvieron cinco problemas de modelización por parte de estudiantes de la carrera de matemáticas. El análisis abordó las acciones de los grupos y el comportamiento individual dentro del grupo al trabajar en los procesos de modelado. Los resultados permiten concluir que trabajar con éxito y de manera orientada a objetivos en la modelación de problemas requiere estrategias metacognitivas y el instrumento parece adecuado para que el docente identifique las estrategias de estos estudiantes.

  • English

    The paper aims to propose an instrument to identify students’ metacognitive strategies in mathematical modelling activities. The items were designed from a review regards metacognition and instrumensts already recognised in literature. This design comprises an instrument that differs from others in which the data were the self-reported students’ use of metacognitive strategies. The instrument we propose is aimed at the teacher and it is he/she who, based on an analytical process, will infer whether the students use metacognitive strategies in modelling activities. An empirical research was realized and five modelling problems were solved by students of a mathematics degree. The analysis addressed the groups actions and the individual behaviour within the group when working on modelling processes. The results allow to conclude working successfully and in a goal-oriented manner on modelling problems requires metacognitive strategies and the instrument seems to be adequate for the teacher to identify these students' strategies.

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