Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Daniel Trias Seferian; Cindy Mels Auman; Juan Antonio Huertas Martínez

doi:10.24320/redie.2021.23.e02.2945

Autores

Daniel Trias Seferian Universidad Católica del Uruguay https://orcid.org/0000-0003-1274-9134
Cindy Mels Auman Universidad Católica del Uruguay https://orcid.org/0000-0001-5168-8114
Juan Antonio Huertas Martínez Universidad Autónoma de Madrid https://orcid.org/0000-0002-1518-8398

DOI:

https://doi.org/10.24320/redie.2021.23.e02.2945

Palabras clave:

matemáticas, metacognición, motivación, emoción, aprendizaje

Resumen

Enseñar autorregulación impacta positivamente en el desempeño en matemáticas. Pocos estudios han investigado ese impacto en el largo plazo, específicamente en estudiantes de bajo rendimiento. Este estudio cuasi-experimental evalúa los efectos de enseñar diferentes estrategias de autorregulación en la resolución de problemas matemáticos, en estudiantes de bajo rendimiento. Participaron 69 estudiantes de sexto grado de escuela primaria, asignados aleatoriamente a tres condiciones experimentales (estrategias cognitivas, metacognitivas o volitivas, verificando la fidelidad de la intervención) o grupo control. La resolución de problemas matemáticos fue evaluada previamente, al finalizar y 2 meses después de la intervención. Los tres grupos de intervención obtuvieron mejores resultados comparados con el control, finalizada la intervención. Las estrategias volitivas y metacognitivas mostraron los efectos positivos más fuertes y duraderos. Se concluye que estudiantes con bajo desempeño pueden beneficiarse de la enseñanza de estrategias de autorregulación, especialmente al considerar las dinámicas afectivas y motivacionales del aprendizaje.

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