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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| Formato: | Digital |
| Lenguaje: | spa |
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UNIVERSIDAD ANTONIO NARIÑO
2016
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| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/426 |
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| author | Sanabria Rodríguez, Luis Ibáñez Ibáñez, Jaime Valencia Vallejo, Nilson |
| author_facet | Sanabria Rodríguez, Luis Ibáñez Ibáñez, Jaime Valencia Vallejo, Nilson |
| author_sort | Sanabria Rodríguez, Luis |
| collection | OJS |
| description | 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. |
| format | Digital |
| id | revistas.uan.edu.co-article-426 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2016 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-4262021-07-19T17:06:33Z Metacognitive Digital Environment to Support Learning of Mathematics Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas Sanabria Rodríguez, Luis Ibáñez Ibáñez, Jaime Valencia Vallejo, Nilson Metacognición capacidad autorreguladora logro de aprendizaje planeación monitoreo control metacognition capacity for self-regulation learning achievement planning monitoring control 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. Este documento presenta un estudio sobre el efecto de incorporar una estrategia pedagógica basada en un ambiente metacognitivo digital de planeación, monitoreo y control para apoyar el aprendizaje en matemáticas. La investigación se realizó con un grupo de estudiantes de primer semestre, quienes interactuaban con el ambiente de aprendizaje con el propósito de mejorar su capacidad de autorregulación y su logro de aprendizaje. El estudio preexperimental, utilizando pruebas objetivas y subjetivas y el reconocimiento de las habilidades, permitió comparar el efecto de la estrategia metacognitiva en el logro de aprendizaje y la capacidad de autorregulación. Los resultados mostraron un efecto positivo de la estrategia metacognitiva en el aprendizaje de los estudiantes. En cuanto a la capacidad de autorregulación, su efecto se evidenció en la valoración que los estudiantes hicieron de su verdadero estado de conocimiento. Estos resultados indicaron una disminución de la autoeficacia y la orientación a metas intrínsecas, aspecto que probablemente llevó a los estudiantes a tomar conciencia de lo que sabían. UNIVERSIDAD ANTONIO NARIÑO 2016-01-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/426 Papeles; Vol. 7 No. 14 (2015); 42-54 Papeles; Vol. 7 Núm. 14 (2015); 42-54 Papeles; v. 7 n. 14 (2015); 42-54 2346-0911 0123-0670 spa https://revistas.uan.edu.co/index.php/papeles/article/view/426/360 https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | Metacognición capacidad autorreguladora logro de aprendizaje planeación monitoreo control metacognition capacity for self-regulation learning achievement planning monitoring control Sanabria Rodríguez, Luis Ibáñez Ibáñez, Jaime Valencia Vallejo, Nilson Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas |
| title | Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas |
| title_alt | Metacognitive Digital Environment to Support Learning of Mathematics |
| title_full | Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas |
| title_fullStr | Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas |
| title_full_unstemmed | Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas |
| title_short | Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas |
| title_sort | ambiente metacognitivo digital para apoyar el aprendizaje de las matematicas |
| topic | Metacognición capacidad autorreguladora logro de aprendizaje planeación monitoreo control metacognition capacity for self-regulation learning achievement planning monitoring control |
| topic_facet | Metacognición capacidad autorreguladora logro de aprendizaje planeación monitoreo control metacognition capacity for self-regulation learning achievement planning monitoring control |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/426 |
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