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espanolUna de las expectativas de la educacion basica y media superior es lograr que los estudiantes sean sujetos activos y regulen sus aprendizajes. Aunque investigaciones recientes retoman el interes por discutir la metacognicion y su impacto en el aprendizaje de las matematicas, la discusion no profundiza en el papel del profesor. El objetivo de este articulo, es hacer una reflexion teorica sobre las acciones del docente que pueden potencializar estrategias metacognitivas en la ensenanza de las matematicas para un aprendizaje autorregulado, tomando como referente la metafora de andamiaje. En el documento se discute el concepto de metacognicion y su relacion con el aprendizaje autorregulado, se exponen las principales lineas de investigacion sobre las practicas docentes en torno a la metacognicion, y se analiza el papel del docente como un mediador necesario en la realizacion de tareas matematicas que los alumnos no lograrian por si mismos en una primera instancia. EnglishOne of the aims of basic and middle education is to enable students to become active learners and to regulate their learning processes. As a result of this, current research looks at metacognition and its influence on mathematics learning, but the role played by teachers in promoting metacognition has not been studied in depth. The purpose of this paper is to develop a theoretical discussion on the teaching actions that potentiate metacognitive strategies. This discussion is focused on mathematics teaching for self-regulated learning, and it takes as a reference the scaffolding metaphor. In order to achieve its purpose, the paper first examines the concept of metacognition and its relationship with self-regulated learning; afterwards the main research strands on metacognition are presented and the role of the teacher as a mediator in solving mathematical tasks is analyzed. The literature review shows that teachers build scaffoldings in order to potentiate metacognition in students, and these scaffoldings lead students to determine, execute and assess procedures in the course of solving mathematical tasks. |
