Metacognitive Knowledge and Skills in Students with Deep Approach to Learning. Evidence from Mathematical Problem Solving // Conocimiento y habilidades metacognitivas en estudiantes con un enfoque profundo de aprendizaje. Evidencias en la resolución de problemas matemáticos

Abstract

Student approaches to learning and metacognitive strategies are two important conditioning factors in solving mathematical problems. The evidence suggests that it is the deep approach to learning which leads to student success in such tasks. The present study focused on analyzing the differences in metacognitive knowledge and skills in a sample of 524 fifth and sixth grade students divided into three groups based on their different levels of use of a deep approach (241 = low; 152 = medium; and 131 = high). Metacognitive knowledge was assessed using the Learning Strategies Knowledge Questionnaire, while evidence about metacognitive skills was gathered by means of process measures (Triple Tasks Procedure) during students' solving of two mathematical word problems. Statistically significant differences in metacognitive knowledge were found among groups while differences in metacognitive skills were only found in the second task, with a low effect size.Keywords: Deep approach to learning, Elementary school, metacognitive knowledge, metacognitive skills, Mathematics problem solving. ResumenEl enfoque de aprendizaje y las estrategias metacognitivas son importantes condicionantes en la resolución de problemas matemáticos. La investigación ha puesto de relevancia que el enfoque profundo de aprendizaje dirige al estudiante al éxito en la ejecución de estas tareas. Este trabajo ha pretendido analizar las diferencias en el conocimiento y habilidades metacognitivas de 524 estudiantes de quinto y sexto de primaria clasificados en tres grupos en función del nivel de uso del enfoque profundo (241 = bajo; 152 = medio; 131 = alto). El conocimiento metacognitivo fue evaluado con el cuestionario de conocimiento de estrategias de aprendizaje, y las habilidades metacognitivas con medidas del proceso (Triple Tarea) durante la resolución de dos problemas matemáticos. Los resultados mostraron diferencias estadísticamente significativas en el conocimiento metacognitivo y, en las habilidades metacognitivas en la segunda tarea con un bajo tamaño del efecto.Palabras clave: Enfoque profundo, educación primaria, conocimiento metacognitivo, habilidades metacognitivas, resolución de problemas matemáticos.

Analysis of Conceptual Understanding of Botany and Metacognitive Skill in Pre-Service Biology Teacher in Jakarta, Indonesia

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Student Metacognition in Economic Mathematical Problem Solving

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