Resumo

CAZARES BALDERAS, Milagros de Jesús; PAEZ, David Alfonso  e  PEREZ MARTINEZ, María Guadalupe. Theoretical discussion on teaching practices as mediators in the development of metacognitive strategies for solving mathematical tasks. Educ. mat. [online]. 2020, vol.32, n.1, pp.221-240.  Epub 06-Dez-2021. ISSN 2448-8089.  https://doi.org/10.24844/em3201.10.

One of the aims of basic and middle education is to enable students to become active learners and to regulate their learning processes. As a result of this, current research looks at metacognition and its influence on mathematics learning, but the role played by teachers in promoting metacognition has not been studied in depth. The purpose of this paper is to develop a theoretical discussion on the teaching actions that potentiate metacognitive strategies. This discussion is focused on mathematics teaching for self-regulated learning, and it takes as a reference the scaffolding metaphor. In order to achieve its purpose, the paper first examines the concept of metacognition and its relationship with self-regulated learning; afterwards the main research strands on metacognition are presented and the role of the teacher as a mediator in solving mathematical tasks is analyzed. The literature review shows that teachers build scaffoldings in order to potentiate metacognition in students, and these scaffoldings lead students to determine, execute and assess procedures in the course of solving mathematical tasks.

Palavras-chave : metacognition; self-regulated learning; teaching practices; mathematics education; scaffolding.