Las estrategias metacognitivas en la resolución de problemas de multiplicación y división en séptimo año de Educación General Básica

Abstract

The present research aims to propose a sequence of activities that encompass metacognitive strategies in solving contextualized multiplication and division problems for seventh-grade students in General Basic Education. To achieve this, three strategies were implemented: self-questioning and monitoring, self-instruction, and self-error correction, which will help students solve mathematical problems in an autonomous and effective manner. For this study, a descriptive approach was employed under a mixed research framework using Participatory Action Research, where information was collected through a diagnostic test administered to seventh-grade students and an interview with the mathematics teacher. The results indicate that more than half of the students have difficulty identifying data, applying learned mathematical knowledge and concepts, establishing conceptual relationships, selecting the appropriate procedures for problem-solving, and performing the necessary verification. On the other hand, it is noteworthy that nearly half of the students utilize the metacognitive strategies of self-questioning and monitoring, as well as self-error correction, within their problem-solving learning process. This enables students to identify and correct potential mistakes and explore new ways to resolve them. Based on these findings, activities were proposed that delve into the identified issues, taking into account the students' context.