Conocimiento y habilidades metacognitivas en estudiantes con un enfoque profundo de aprendizaje. Evidencias en la resolución de

Translated title of the contribution: Metacognitive knowledge and skills in students with deep approach to learning. Evidence from mathematical problem solving

Trinidad García, Marisol Cueli, Celestino Rodríguez, Jennifer Krawec, Paloma González-Castro

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

Student approaches to learning and metacognitive strategies are two important conditioning factors in solving mathematical problems. The evidence suggests that it is the deep approach to learning which leads to student success in such tasks. The present study focused on analyzing the differences in metacognitive knowledge and skills in a sample of 524 fifth and sixth grade students divided into three groups based on their different levels of use of a deep approach (241 = low; 152 = medium; and 131 = high). Metacognitive knowledge was assessed using the Learning Strategies Knowledge Questionnaire, while evidence about metacognitive skills was gathered by means of process measures (Triple Tasks Procedure) during students’ solving of two mathematical word problems. Statistically significant differences in metacognitive knowledge were found among groups while differences in metacognitive skills were only found in the second task, with a low effect size.

Translated title of the contributionMetacognitive knowledge and skills in students with deep approach to learning. Evidence from mathematical problem solving
Original languageSpanish
Pages (from-to)209-226
Number of pages18
JournalRevista de Psicodidactica
Volume20
Issue number2
DOIs
StatePublished - Jul 3 2015

Keywords

  • Deep approach to learning
  • Elementary school
  • Mathematics problem solving
  • Metacognitive knowledge
  • Metacognitive skills

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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