Metacognitive Digital Environment to Support Learning of Mathematics
Keywords:
metacognition, capacity for self-regulation, learning achievement, planning, monitoring, controlAbstract
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.
Downloads
References
Azevedo, R. (2005): Computer Environments as Metacognitive Tools for Enhancing Learning. Educational Psychologist 40 (4), 193-197.
Azevedo, R.; Cromley, J.G.; Winters, F.I.; Moos, D.C. y Greene, J.A. (2005): Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412.
Bandura, A. (1991): Social Cognitive Theory of Self-Regulation. Organizacion Behavior and Human Decision Processes, 50, 248-287.
Bernacki, M. L.; Aguilar, A. C. y Byrnes, P. J. (2010): Self-Regulated Learning and Technology-Enhanced learning Environments: An Opportunity-Propensity Analysis. En: G. Dettoriy D. Persico (eds.). Fostering SelfRegulated Learning through ICT (pp. 1-26). Hershey, PA: Information Science Reference Published.
Brown, A. (1987): Metacognition, executive control, self-regulation and other mysterious mechanisms. En: F.E. Weinerty R.H. Kluwe (eds.). Metacognition, motivation and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.
Chang, M. (2007): Enhancing Web-based language learning through self-monitoring. Journal of Computer Assisted Learning 23(3), 187-196.
Dabbagh, N. y Kitsantas, A. (2005): Using Web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33, 513-540.
Flawell, J. H. (1976): Metacognitive aspects of problem solving. En: I. Resnick (ed.). The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.
González, O.; Martínez-Conde, M. y Melipillán, R. (2009): Estrategias de aprendizaje y autoestima. Su relación con la permanencia y deserción universitaria. Estudios Pedagógicos XXXV, N° 1: 27- 45.
Hacker, D. J.; Dunlosky, J. y Graesser, A. C. (eds.). (1998): Metacognition in educational theory and practice. Londres: Routledge.
Hadwin, A. y Winne, P. (2001): CoNoteS2: A software tool for promoting self-regulation. Educational Research and Evaluation7 (2-3), 313-334.
Hadwin, A. y Winne, P. (1997): Studying as self-regulated learning. In D. J. Hacker & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 279-306). Hillsdale, NJ: Erlbaum.
Hart, J. (1966): Methodological note on feeling-of-knowing experiments. Journal of Educational Psychology, 57, 347-349.
Himmel, E. (2003): Evaluación de aprendizajes en la Educación Superior: Una reflexión necesaria. Pensamiento Educativo, 33: 199-211.
http://www.mineducacion.gov.co/1621/propertyvalues-31338_tablero_pdf.pdf.
Instituto Colombiano para la Evaluación de la Educación (Icfes) (2011): Informe del examen de Estado de la educación media. Resultados del periodo 2005-2010. Bogotá: Icfes.
Instituto Colombiano para la Evaluación de la Educación (Icfes) (2012): Principales resultados en competencias genéricas Saber PRO 2011. Bogotá: ICFES.
Isaacson, R. M. y Fujita, F. (2006): Metacognitive Knowledge Monitoring and Self-Regulated Learning: Academic Success and Reflections on Learning. Journal of the Scholarship of Teaching and Learning 6 (1), 39-55.
López, O. y Valencia, N. (2012): Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional. Acta Colombiana de Psicología, 15(2), 29-41.
Maldonado, L. F. et al (1999): Metacognición y razonamiento espacial en juegos de computador. Bogotá: Universidad Pedagógica Nacional.
Metcalfe, J. y Shimamura, A. (1994): Metacognition: Knowing about knowing. Cambridge: The MIT Press.
Mevarech, Z. y Kramarski, B. (1997): IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34, 365-394.
Ministerio de Educación Nacional (MEN) (2003): Cuatro estrategias contra la repitencia y la deserción. Altablero, No. 21, 11.
Nelson, T. y Narens, L. (1990): Metamemory: A theoretical framework and new findings. En: G. Bower (ed.). The Psychology of Learning and Motivation. Vol. 26.Nueva York: Academic Press.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. En: M. Boekaerts, P. R. Pintrich y M. Zeidner (eds.). Handbook of Self-Regulation (pp. 451-502). San Diego, CA: Academic Press.
Pintrich, P. R.; Smith, D.A.F.; García, T. y McKeachie, W. J. (1991): A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Technical Report No. 91-B-004). Ann Arbor, MI: University of Michigan, National Centre for Research to Improve Postsecondary Teaching and Learning.
Pintrich, P. R.; Walters, C. y Baxter, G. (2000): Assessing metacognition and self-regulated learning. En: G. Schraw y J. Impara (eds.). Issues in the measurement of metacognition (pp. 43-97). Lincoln, NE: Buros Institute of Mental Measurements.
PISA (2003): Literacy skills for the world of tomorrow. Further results from PISA 2000. París.
Sanabria, L.; Ibáñez, J. y Quintero, V. (2011): Nivelación en el aprendizaje de las matemáticas a través de un sistema de autorregulación en un ambiente b-learning. Informe de Investigación DTE-259-11. Bogotá: Universidad Pedagógica Nacional.
Scholl, P.et al (2009): Implementation and Evaluation of a Tool for Setting Goals in Selfregulated Learning with Web Resources. En: U. Cress, V. Dimitrova y M. Specht (eds.). EC-TEL 2009, LNCS 5794 (pp. 521-534). Berlín: Springer-Verlag Berlin Heidelberg.
Thiede, K. W.; Anderson, C. M. y Therriault, D. (2003): Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66-75.
Tobias, S. y Everson, H.T. (2000): Assessing metacognitive knowledge monitoring. En: G. Schraw y J. C. Impara (eds.). Issues in the measurement of metacognition (pp. 147-222). Lincoln, NE: Buros.
Tobias, S. y Everson, H. T. (2002): Knowing what you know and what you don’t: Further research on metacognitive knowledge monitoring (College Board Report. No. 2002-03). Nueva York: College Board.
Tobias, S. y Everson, H T. (2009): The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education. En: D. J. Hacker, J. Dunlosky y A. C. Graesser (eds.). Handbook of metacognition in education (pp. 107-127). Nueva York, NY: Routledge.
Zimmerman, B. (2000): Attaining self-regulation: A social cognitive perspective. En: M. Boekaerts, P. R. Pintrich y M. Zeidner (eds.). Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press.
Zimmerman, B. y Tsikalas, K. (2005): Can Computer-Based Learning Environments (CBLEs) be used as self-regulatory tools to enhance learning? Educational Psychologist 40 (4), 267-271.
Downloads
Published
-
Abstract244
-
PDF (Español)230
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.