REFLEXIÓN Y APRENDIZAJE MATEMÁTICO
Palabras clave:
reflexión, metacognición, aprendizaje de la matemática, estrategias de aprendizaje
Resumen
Entre los elementos que facilitan al alumno la tarea de aprender, se analiza el papel de la reflexión tanto de los propios procesos cognoscitivos (metacognición) como de problemas ya resueltos (worked-out examples). Las investigaciones muestran las posibilidades e intentos de aplicar este recurso a la enseñanza.
Citas
Anthony, G. (1994). Lcarning Strategies in the Mathematics Classroom: What can we learn from stimulated recall interviews? New Zealand four11:1/ Educational Studies, 29(2), 12 7-140.
Atkinson, R., Sharon, J., Renkl, A. y Wortham, D. (2000). Learning from examples: instructional principles from the worked examples research. Review of Educational Research, 70(2),181-214.
Boekaerts, M. (1999). Metacognitive experiences and motivational state as aspects of self-awareness: review and discussion. European Journal of psychology of Education, 14(4), 571-584.
Cardelle-Elawar, M. ( 1992). Effects of teaching metacognitive skills to students with low mathematics ability. Teaching and Teacher Education, 8(2), 109-121.
Chi, M., Bassok, M., Lewis; M.; Reimann, P. y Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
Flavell, J. (1978). Metacognitive development. En J. Scandura y C. Brainerd (Eds). Strutural Process Theories of Complex Human Behavior (213-245). The Netherlands: Sijtoff & Noordhof.
Gargallo Lopez, B. y Puig Moraral, J. (1997). Aprendiendo a aprender. Un programa de enseñanza de estrategias de aprendizaje en educación permanente de adultos. Revista Española de Pedagogía, 44(206), 113-136.
Georghiades, P. (2000). Beyond conccpn1al change learning in science education: focusing on transfer, durability and metacognition. Educational Research, 42(2), 119-139.
King, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance, Journal of Educational Psychology, 83(3), 307-317.
Kramarski, B. y Mevarech, Z. (1997). Cognitive-metacognitive training within a problem-solving based Logo environment. British Journal of Educational Psychology, 67(4), 425-445.
Kramarski, B., Mevarech, Z. y Liebennan, A. (2001). Effects of multilevel versus unilevel metacognitive training on mathematical reasoning. The journal of Educational Research, 94(5): 292-300.
Lochhead, J. (1985). Teaching analytic reasoning skills through pair problem solving. En W. Segal, S. Chipman y R. Glaser (Eds.). Thinking; and learning skills. Vol 1: Relation instruction to research (109-131). Hillsdale, NJ: Lawrence Erlbaum.
Mevarech, Z. (1999). Effects of metacognitive training embedded in cooperative settings on mathematical problem solving. The Journal of Educational Research, 92(4), 195-205.
Mevarech, Z. y Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogenous classroom, American Educational Research Journal, 34(2), 365-395.
Movshovitz-Hadar, N. y liadas, R. (1991). More about mathematical paradoxes in preservice teacher education. Teaching and Teacher Education, 7(1), 79-92.
Pellerey, M. (1990). Controllo e autocontrollo nell'apprendimento scolascico: Il gioco tra regolazione interna ed esterna, Orientamenti Pedagogici, 219(3), 473-491.
Renkl, A. (1999). Learning mathematics from worked-out examples: analyzing and fostering self-explanations, European Journal of Psychology of Education, 14(4), 477-488.
Repetto Talavera, E. (1997). Entrenamiento, metacognitivo y ganancias significativas de los alumnos en algunas variables cognitivas y pedagógicas. Un estudio en la educación primaria y secundaria obligatoria (6°, 7° y 8° EGB) de Andalucía, Cantabria y Galicia. Revista Española de Pedagogía, 44(206), 5-32
Swanson, H. (1990). Influence of Metacognitive Knowledge and Aptitude on Problem Solving, Journal of Educational Psychology, 82(2), 306-314.
Velázquez, S. (1996). Metacognition and reflection, Studie di Psicologia dell'education, 15(1-2), 116-124.
Vermunt, J (1999). Process-oriented instruction in learning and thinking strategies. European Journal of Psychology of Education, 10(4), 325-349.
Atkinson, R., Sharon, J., Renkl, A. y Wortham, D. (2000). Learning from examples: instructional principles from the worked examples research. Review of Educational Research, 70(2),181-214.
Boekaerts, M. (1999). Metacognitive experiences and motivational state as aspects of self-awareness: review and discussion. European Journal of psychology of Education, 14(4), 571-584.
Cardelle-Elawar, M. ( 1992). Effects of teaching metacognitive skills to students with low mathematics ability. Teaching and Teacher Education, 8(2), 109-121.
Chi, M., Bassok, M., Lewis; M.; Reimann, P. y Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
Flavell, J. (1978). Metacognitive development. En J. Scandura y C. Brainerd (Eds). Strutural Process Theories of Complex Human Behavior (213-245). The Netherlands: Sijtoff & Noordhof.
Gargallo Lopez, B. y Puig Moraral, J. (1997). Aprendiendo a aprender. Un programa de enseñanza de estrategias de aprendizaje en educación permanente de adultos. Revista Española de Pedagogía, 44(206), 113-136.
Georghiades, P. (2000). Beyond conccpn1al change learning in science education: focusing on transfer, durability and metacognition. Educational Research, 42(2), 119-139.
King, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance, Journal of Educational Psychology, 83(3), 307-317.
Kramarski, B. y Mevarech, Z. (1997). Cognitive-metacognitive training within a problem-solving based Logo environment. British Journal of Educational Psychology, 67(4), 425-445.
Kramarski, B., Mevarech, Z. y Liebennan, A. (2001). Effects of multilevel versus unilevel metacognitive training on mathematical reasoning. The journal of Educational Research, 94(5): 292-300.
Lochhead, J. (1985). Teaching analytic reasoning skills through pair problem solving. En W. Segal, S. Chipman y R. Glaser (Eds.). Thinking; and learning skills. Vol 1: Relation instruction to research (109-131). Hillsdale, NJ: Lawrence Erlbaum.
Mevarech, Z. (1999). Effects of metacognitive training embedded in cooperative settings on mathematical problem solving. The Journal of Educational Research, 92(4), 195-205.
Mevarech, Z. y Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogenous classroom, American Educational Research Journal, 34(2), 365-395.
Movshovitz-Hadar, N. y liadas, R. (1991). More about mathematical paradoxes in preservice teacher education. Teaching and Teacher Education, 7(1), 79-92.
Pellerey, M. (1990). Controllo e autocontrollo nell'apprendimento scolascico: Il gioco tra regolazione interna ed esterna, Orientamenti Pedagogici, 219(3), 473-491.
Renkl, A. (1999). Learning mathematics from worked-out examples: analyzing and fostering self-explanations, European Journal of Psychology of Education, 14(4), 477-488.
Repetto Talavera, E. (1997). Entrenamiento, metacognitivo y ganancias significativas de los alumnos en algunas variables cognitivas y pedagógicas. Un estudio en la educación primaria y secundaria obligatoria (6°, 7° y 8° EGB) de Andalucía, Cantabria y Galicia. Revista Española de Pedagogía, 44(206), 5-32
Swanson, H. (1990). Influence of Metacognitive Knowledge and Aptitude on Problem Solving, Journal of Educational Psychology, 82(2), 306-314.
Velázquez, S. (1996). Metacognition and reflection, Studie di Psicologia dell'education, 15(1-2), 116-124.
Vermunt, J (1999). Process-oriented instruction in learning and thinking strategies. European Journal of Psychology of Education, 10(4), 325-349.
