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...

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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)
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oai_identifier_str oai:repositorio.uan.edu.co:123456789/5303
network_acronym_str UAntonioN2
network_name_str Repositorio UAN
repository_id_str
spelling Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)Acceso abiertohttps://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Sanabria Rodríguez, LuisIbáñez Ibáñez, JaimeValencia Vallejo, Nilson2021-11-10T00:51:58Z2021-11-10T00:51:58Z2016-01-13http://revistas.uan.edu.co/index.php/papeles/article/view/426http://repositorio.uan.edu.co/handle/123456789/5303This 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.application/pdfspaUniversidad Antonio Nariñohttp://revistas.uan.edu.co/index.php/papeles/article/view/426/3602346-09110123-0670PAPELES; Vol. 7 No. 14 (2015); 42-54PAPELES; Vol. 7 Núm. 14 (2015); 42-54metacognitioncapacity for self-regulationlearning achievementplanningmonitoringcontrolMetacognicióncapacidad autorreguladoralogro de aprendizajeplaneaciónmonitoreocontrolMetacognitive Digital Environment to Support Learning of MathematicsAmbiente metacognitivo digital para apoyar el aprendizaje de las matemáticasinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85123456789/5303oai:repositorio.uan.edu.co:123456789/53032024-10-09 22:50:13.234https://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertometadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co
dc.title.en-US.fl_str_mv Metacognitive Digital Environment to Support Learning of Mathematics
dc.title.es-ES.fl_str_mv Ambiente metacognitivo digital para apoyar el aprendizaje de las matemáticas
title Metacognitive Digital Environment to Support Learning of Mathematics
spellingShingle Metacognitive Digital Environment to Support Learning of Mathematics
metacognition
capacity for self-regulation
learning achievement
planning
monitoring
control
Metacognición
capacidad autorreguladora
logro de aprendizaje
planeación
monitoreo
control
title_short Metacognitive Digital Environment to Support Learning of Mathematics
title_full Metacognitive Digital Environment to Support Learning of Mathematics
title_fullStr Metacognitive Digital Environment to Support Learning of Mathematics
title_full_unstemmed Metacognitive Digital Environment to Support Learning of Mathematics
title_sort Metacognitive Digital Environment to Support Learning of Mathematics
dc.creator.fl_str_mv Sanabria Rodríguez, Luis
Ibáñez Ibáñez, Jaime
Valencia Vallejo, Nilson
dc.contributor.author.spa.fl_str_mv Sanabria Rodríguez, Luis
Ibáñez Ibáñez, Jaime
Valencia Vallejo, Nilson
dc.subject.en-US.fl_str_mv metacognition
capacity for self-regulation
learning achievement
planning
monitoring
control
topic metacognition
capacity for self-regulation
learning achievement
planning
monitoring
control
Metacognición
capacidad autorreguladora
logro de aprendizaje
planeación
monitoreo
control
dc.subject.es-ES.fl_str_mv Metacognición
capacidad autorreguladora
logro de aprendizaje
planeación
monitoreo
control
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.
publishDate 2016
dc.date.issued.spa.fl_str_mv 2016-01-13
dc.date.accessioned.none.fl_str_mv 2021-11-10T00:51:58Z
dc.date.available.none.fl_str_mv 2021-11-10T00:51:58Z
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.none.fl_str_mv http://revistas.uan.edu.co/index.php/papeles/article/view/426
dc.identifier.uri.none.fl_str_mv http://repositorio.uan.edu.co/handle/123456789/5303
url http://revistas.uan.edu.co/index.php/papeles/article/view/426
http://repositorio.uan.edu.co/handle/123456789/5303
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.uan.edu.co/index.php/papeles/article/view/426/360
dc.rights.none.fl_str_mv Acceso abierto
dc.rights.license.spa.fl_str_mv Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
dc.rights.uri.spa.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Acceso abierto
https://creativecommons.org/licenses/by-nc-sa/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Antonio Nariño
dc.source.none.fl_str_mv 2346-0911
0123-0670
dc.source.en-US.fl_str_mv PAPELES; Vol. 7 No. 14 (2015); 42-54
dc.source.es-ES.fl_str_mv PAPELES; Vol. 7 Núm. 14 (2015); 42-54
institution Universidad Antonio Nariño
repository.name.fl_str_mv Repositorio Institucional UAN
repository.mail.fl_str_mv alertas.repositorio@uan.edu.co
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