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:
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:123456789/10817
Acceso en línea:
https://revistas.uan.edu.co/index.php/papeles/article/view/426
https://repositorio.uan.edu.co/handle/123456789/10817
Palabra clave:
Metacognición
capacidad autorreguladora
logro de aprendizaje
planeación
monitoreo
control
metacognition
capacity for self-regulation
learning achievement
planning
monitoring
control
Rights
License
https://creativecommons.org/licenses/by-nc-sa/4.0
Description
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.