Resumo

SANTOS MELGOZA, David Martín  e  CASTANEDA FIGUEIRAS, Sandra. Objetivación de información en aprendizaje matemático autorregulado: validez empírica de constructo. RMIE [online]. 2008, vol.13, n.38, pp.713-736. ISSN 1405-6666.

The purpose of this study is to understand the process of appropriating knowledge that students experience while learning. Causal structural models were tested with variables from two self-regulatory levels associated with the process of objetivizing algebraic content, based on data from 174 first-year high school students. The students responded to the Inventory of Styles of Argumentation and Self-regulation in mathematics. Their answers were used to carry out a trajectory analysis to establish the construct validity of the examination. The results confirmed the causal effects of the self-regulating variables of learning on a) solving algebraic problems, and b) students' arguments for objectivizing knowledge during the learning episode. The evidence is sufficient to conclude that the theoretical constructs developed to explain the process of objetivization are valid.

Palavras-chave : learning strategies; metacognition; objetivization of knowledge; high school education; algebra; Mexico.

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