Abstract

VELAZQUEZ-TEJEDA, Míriam Encarnación  and  GONI CRUZ, Félix Fernando. Metacognitive Strategy Model for the Development of Mathematical Problem Solving. Pág. Educ. [online]. 2024, vol.17, n.1, e3313.  Epub June 01, 2024. ISSN 1688-7468.  https://doi.org/10.22235/pe.v17i1.3313.

The study was conducted with secondary school students and teachers of Mathematics at an educational institution in Peru. The objective was to design a metacognitive strategy to promote the development of problem-solving skills. The methodology employed aligns with the socio-critical paradigm, utilizing a mixed approach and applied research of transformative scope. The adopted design was the nested concurrent dominant model. The sample consisted of 16 students and six teachers. Various instruments, including semi-structured interviews, observation guides, questionnaires, and a pedagogical test, were utilized during the field diagnosis to assess the current state of the problem. Results revealed a low level of knowledge and skills in solving mathematical problems, with 56.25% scoring low in problem comprehension and 50% in plan conception, while 44% scored low in plan execution and solution examination. Furthermore, interviews, observations, and questionnaires indicated that this situation stemmed from the methodologies employed in the classroom. In conclusion, a metacognitive strategy model is presented to guide teachers in empowering students and fostering their engagement in knowledge construction and problem-solving skills development.

Keywords : metacognitive strategy; learning; mathematical problem-solving.

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