Resumo

RICARDO-FUENTES, Erika Lizeth; ROJAS-MORALES, Clara Emilse  e  VALDIVIESO-MIRANDA, Margoth Adriana. Metacognition and Solving Mathematical Problems. Rev. Fac. Cienc. Tecnol. [online]. 2023, n.53, pp.82-101.  Epub 01-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num53-14068.

The purpose of this paper has been to develop a valid and reliable tool to estimate the proportion of students who claim to use metacognitive strategies when solving math problems. A large group of reports was investigated that used questionnaires to research different aspects of metacognition and their analysis allowed us to create the CEMRPM questionnaire with 20 assessment items on the Likert scale, easy and agile to apply to detect students’ perceptions about the use of metacognitive strategies. Statistical data analysis verified the validity and reliability of the said questionnaire. The construct was defined by establishing three dimensions: Planning, Regulation, and Evaluation; in line with the literature. Once the instrument was applied, it was verified that most of the students had used some metacognitive strategy in the process of Problem-Solving in math; In addition, it was evidenced that there is not a notable difference between the average assessment, the dimensions, and the correlation they keep up is direct, the strongest being identified between the Regulation-Planning and Regulation-Evaluation dimensions; in agreement with authors who support the construction of the questionnaire.

Palavras-chave : metacognition; problem-solving; validation; instrument; education.

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