Metacognition development to solve addition problems of whole numbers
DOI:
https://doi.org/10.14482/zp.14.165.41Keywords:
números enteros, metacognición, educaciónAbstract
Literature shows that students and, individuals in general, who practice meta-cognition have increased capacity to plan, supervise and evaluate their intellectual endeavors. The present study consists of a qualitative case study centered on the development of metacognitive abilities in a student through the teaching of the addition of whole numbers. The results show that, initially, the study participant did not have specific meta- cognitive abilities. After going through training using interviews and study guides the subject progressively used meta-cognitive skills for solving problems. In conclusion, study results show how meta-cognition positively impacts the participant by promoting the capacity to self-regulate learning. Additionally, transference to new experiences and learning situations were observed, particularly in regards to task follow-up.
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