Metacognitive Digital Environment to Support Learning of Mathematics

thumbnail.default.alt
Share
Date
Director(s)
Publisher
UNIVERSIDAD ANTONIO NARIÑO
Campus
Faculty
Program
Degree obtained
Document type
COAR type
http://purl.org/coar/resource_type/c_6501
Citation
Bibliographic Managers
Source
Ref: Papeles; Vol. 7 No. 14 (2015); 42-54
ISSN: 2346-0911
ISSN: 0123-0670
item.page.resume
This paper presents a study on the effect of incorporating an educational strategy based on a digital metacognitive environment of planning, monitoring and control to support learning in mathematics. The research was conducted with a group of freshmen, who interacted with the learning environment in order to improve their capacity for self-regulation and learning achievement. The pre-experimental study, using objective and subjective tests and recognition of skills, allowed the comparison of the effect of metacognitive strategy in learning achievement and ability of selfregulation. The results revealed a positive effect of metacognitive strategy in student learning. Regarding the ability of self-regulation, the effect was demonstrated in the assessment that students made about their real status of knowledge. These results indicated a decrease in self-efficacy and orientation to intrinsic goals, on aspect that likely drove the students to be aware about what they knew.
Abstract
item.page.subject.keyword
item.page.coverage.spatial
item.page.coverage.temporal
Collections