Palabras clave
metacognition
metacognitive strategies
higher education
modelagem matemática
metacognição
estratégias metacognitivas
ensino superior
modelación matemática
metacognición
estrategias metacognitivas
educación superior
Cómo citar
Resumen
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.
Citas
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2022 Élida Maiara Velozo de Castro, Lourdes Maria Werle Almeida