Metacognitive Knowledge and Skills in Students with Deep Approach to Learning. Evidence from Mathematical Problem Solving // Conocimiento y habilidades metacognitivas en estudiantes con un enfoque profundo de aprendizaje. Evidencias en la resolución de

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Published 25-06-2015
Trinidad García Marisol Cueli Celestino Rodríguez Jennifer Krawec Paloma González-Castro

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. 

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Keywords

Deep approach to learning, elementary school, metacognitive knowledge, metacognitive skills, mathematics problem solving.

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