Enseñanza de la autorregulación en Matemáticas: estudio cuasiexperimental con escolares de bajo desempeño

Autores

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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Biografía del autor

Daniel Trias Seferian, Universidad Católica del Uruguay

Doctor en Psicología, por la Universidad Autónoma de Madrid. Profesor de alta dedicación en Universidad Católica del Uruguay.

Cindy Mels Auman, Universidad Católica del Uruguay

Profesor Agregado en el Departamento de Psicología del Desarrollo y Educacional. Pertenece al Sistema Nacional de Investigadores, Uruguay.

Juan Antonio Huertas Martínez, Universidad Autónoma de Madrid

Profesor Titular. Departamento de Psicología Básica.

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Publicado

2021-02-08

Número

Sección

Artículos

Metricas