Metacognición en tareas de modelado matemático con estudiantes de Educación Primaria en Chile
Resumen
Este artículo de investigación presenta la caracterización de las estrategias metacognitivas y experiencias socioemocionales que activan los estudiantes de educación primaria cuando resuelven tareas de modelado matemático. Se utilizó una metodología cualitativa con estudio de casos múltiple de alcance exploratorio. Se seleccionaron dos grupos de trabajo de 1° y 3° grado para observar en profundidad las estrategias y experiencias metacognitivas que activan los niños cuando resuelven tareas mediante un trabajo colaborativo grupal. Se usaron grabaciones de video mientras resolvían las tareas de modelado y se codificaron en Atlas ti. Para el análisis, se utilizaron sistemas de categorías en las estrategias metacognitivas y experiencias socioemocionales y se cruzaron con las fases del ciclo de modelado. Como resultados del análisis los niños de 1° grado activaron las estrategias de proceder en las primeras etapas del ciclo de modelado y los de 3°grado las estrategias de planificar y monitorear en las fases de simplificación, matematización y trabajo matemático. Las mayores sensaciones de agrado, desánimo y descontrol, se generan en estas fases. Ambos grupos regulan sus reacciones emocionales para persistir en la tarea, controlándose para evitar distracciones del equipo. Las estrategias de regular se activaron en la fase de matematización para ambos grupos y en el trabajo matemático en el grupo de 3°grado y, las estrategias de evaluar en la interpretación de soluciones y validación del modelo para ambos grupos. En el grupo de 3° grado emergen sensaciones de agrado y desconcierto cuando proyectan el modelo detectando fortalezas y limitaciones.
Citas
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