Metacognitive Digital Environment to Support Learning of Mathematics

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.

• Autores: Sanabria Rodríguez, Luis; Ibáñez Ibáñez, Jaime; Valencia Vallejo, Nilson
• Tipo de recurso: Article of journal
• Fecha de publicación: 2016
• Institución: Universidad Antonio Nariño
• Repositorio: Repositorio UAN
• Idioma: spa
• OAI Identifier: oai:repositorio.uan.edu.co:123456789/5303
• Acceso en línea: http://revistas.uan.edu.co/index.php/papeles/article/view/426; http://repositorio.uan.edu.co/handle/123456789/5303
• Palabra clave: metacognition; capacity for self-regulation; learning achievement; planning; monitoring; control; Metacognición; capacidad autorreguladora; logro de aprendizaje; planeación; monitoreo; control
• Rights: openAccess
• License: Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)