<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142023000100082</article-id>
<article-id pub-id-type="doi">10.17227/ted.num53-14068</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Metacognición y resolución de problemas matemáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognition and Solving Mathematical Problems]]></article-title>
<article-title xml:lang="pt"><![CDATA[Metacognição e resolução de problemas matemáticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ricardo-Fuentes]]></surname>
<given-names><![CDATA[Erika Lizeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Morales]]></surname>
<given-names><![CDATA[Clara Emilse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdivieso-Miranda]]></surname>
<given-names><![CDATA[Margoth Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Duitama ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia Escuela de Matemáticas y Estadística ]]></institution>
<addr-line><![CDATA[Duitama ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<numero>53</numero>
<fpage>82</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142023000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142023000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142023000100082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo ha sido desarrollar un instrumento válido y fiable para estimar la proporción de estudiantes que afirman utilizar estrategias metacognitivas a la hora de resolver problemas de matemáticas. Fueron indagados un amplio grupo de reportes que utilizaban cuestionarios para investigar diferentes aspectos sobre la metacognición y su análisis nos permitió crear el cuestionario CEMRPM de 20 ítems de valoración en escala Likert, de fácil y ágil aplicación para detectar las percepciones de los estudiantes acerca del uso de las estrategias metacognitivas. El análisis de datos estadísticos verificó la validez y fiabilidad de dicho cuestionario, definiendo además el constructo estableciendo tres dimensiones: planificación, regulación y evaluación, en línea con la literatura. Una vez aplicado el instrumento se verificó que la mayoría de las estudiantes ha utilizado alguna estrategia metacognitiva en el proceso de Resolución de Problemas en matemáticas; además se evidenció que no hay diferencia significativa entre las valoraciones medias y entre las dimensiones pues la correlación que conservan es directa, identificándose la más fuerte entre las dimensiones Regulación-Planeación y Regulación-Evaluación; concordante con autores que soportan la construcción del cuestionario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do presente artigo foi desenvolver um instrumento válido e confiável para estimar a proporção de estudantes que afirmam utilizar estratégias metacognitivas na hora de resolver problemas matemáticos. Foram pesquisados um amplo grupo de relatórios que utilizaram questionários para indagar diferentes aspectos sobre a metacognição e sua análise nos permitiu gerar o questionário CEMRPM de 20 itens de classificação em escala de Liker, que é fácil e ágil de aplicar para detectar as percepções dos estudantes sobre o uso de estratégias metacognitivas. A análise estatística dos dados verificou a validade e a confiabilidade do questionário, definindo adicionalmente, a construção definida através do estabelecimento de três dimensões: planejamento, regulação e avaliação, em linha com a literatura. Uma vez que o instrumento foi aplicado, verificou-se que a maioria dos estudantes usaram alguma estratégia metacognitiva no processo de Resolução de Problemas em matemática; também, comprovou-se que não há diferença significativa entre as avaliações médias e entre as dimensões já que a correlação que elas retêm é direta, identificando-se a mais forte entre as dimensões Regulação-Planeamento e Regulação-Avaliação; de acordo com autores que apoiam a construção do questionário.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[validación]]></kwd>
<kwd lng="es"><![CDATA[instrumento]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[problem-solving]]></kwd>
<kwd lng="en"><![CDATA[validation]]></kwd>
<kwd lng="en"><![CDATA[instrument]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="pt"><![CDATA[metacognição]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[validação]]></kwd>
<kwd lng="pt"><![CDATA[instrumento]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
</kwd-group>
</article-meta>
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