Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas

This paper presents a study on the effect of incorporating an educational strategy based on a digital metacognitive environment of planning, monitoring and control to support learning in mathematics. The research was conducted with a group of freshmen, who interacted with the learning environment in...

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Bibliographic Details
Main Authors:	Sanabria Rodríguez, Luis, Ibáñez Ibáñez, Jaime, Valencia Vallejo, Nilson
Format:	Digital
Language:	spa
Published:	UNIVERSIDAD ANTONIO NARIÑO 2016
Subjects:	Metacognición capacidad autorreguladora logro de aprendizaje planeación monitoreo control metacognition capacity for self-regulation learning achievement planning monitoring
Online Access:	https://revistas.uan.edu.co/index.php/papeles/article/view/426
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Summary:	This paper presents a study on the effect of incorporating an educational strategy based on a digital metacognitive environment of planning, monitoring and control to support learning in mathematics. The research was conducted with a group of freshmen, who interacted with the learning environment in order to improve their capacity for self-regulation and learning achievement. The pre-experimental study, using objective and subjective tests and recognition of skills, allowed the comparison of the effect of metacognitive strategy in learning achievement and ability of selfregulation. The results revealed a positive effect of metacognitive strategy in student learning. Regarding the ability of self-regulation, the effect was demonstrated in the assessment that students made about their real status of knowledge. These results indicated a decrease in self-efficacy and orientation to intrinsic goals, on aspect that likely drove the students to be aware about what they knew.