Estrategia metacognitiva para el aprendizaje de resolución de problemas en funciones cuadráticas.

Abstract

The present study reflects the importance of the development of metacognitive skills in problem solving in quadratic functions, which have been based on the theoretical and methodological contributions of Ricardo, Mato and others. The objective of the research consisted in proposing the development of metacognitive skills for learning problem solving in quadratic functions by means of a metacognitive strategy in first year students of BGU parallel A of the Luis Cordero Educational Unit. A sociocritical paradigm framed in a mixed research approach was adopted, attending to action-participatory research for social change product of the students' participation in quasi-experimental research. In the results of the diagnostic phase, there was evidence of insufficient metacognitive skills of regulation and evaluation for the structuring of their problem-solving path in quadratic functions. For this reason, students denoted a deficient metacognitive strategy that limits reflection and regulation of mathematical knowledge. Consequently, the metacognitive strategy called Metacognitrón was proposed, which when implemented according to each of the metacognitive skills at the time of solving problems, an improvement in the averages of the group of students was obtained in 3.12 points corresponding to a 75.36% improvement in the learning of problem solving in quadratic functions, and their metacognitive skills in the application and relationship with their knowledge and problem solving were also enhanced. In conclusion, the impact of the development of metacognitive skills at the time of solving problems was denoted in the processes of reflection and regulation of the students' mathematical knowledge, which positively influenced the learning of mathematical problem solving.