El Caso Victor: dificultades metacognitivas en la resolución de problema

AUTOR(ES)

Gusmão, Tânia Cristina R. S, Cajaraville, José Antonio, Font, Vicenç, Godino, Juan D.

FONTE

Bolema

DATA DE PUBLICAÇÃO

2014-04

RESUMO

A better understanding of the mathematical practices performed in the process of problem solving is possible, when taken into consideration - as the minimum unit of analysis - both cognitive and metacognitive configurations. In this paper, the metacognitive aspect of an analysis model is presented in-depth. The goal, here, is demonstrating the role played by metacognitive processes to explain difficulties students have in solving problems. In order to do so, a case study involving a third grade student from Spain's high-school educational system is carefully examined. The subject answered a Metacognitive Skills Test, and, based on the analysis, the conclusion is that the difficulties students have might be related to either their cognitive or their metacognitive needs.

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