Nuevas tendencias en la evaluación de las dificultades de aprendizaje de las matemáticas. El papel de la metacognición

Abstract

Procesos metacognitivos: implicaciones en las dificultades de aprendizaje de las matemáticas El concepto de metacognición fue definido por Flavell [8] como el conocimiento acerca de los propios procesos o productos NEW TRENDS IN THE EVALUATION OF MATHEMATICS LEARNING DISABILITIES. THE ROLE OF METACOGNITION Summary. Introduction. The current trends in the evaluation of mathematics learning disabilities (MLD), based on cognitive and empirical models, are oriented towards combining procedures involving the criteria and the evaluation of cognitive and metacognitive processes, associated to performance in mathematical tasks. Aims. The objective of this study is to analyse the metacognitive skills of prediction and evaluation in performing maths tasks and to compare metacognitive performance among pupils with MLD and younger pupils without MLD, who have the same level of mathematical performance. Likewise, we analyse these pupils' desire to learn. Subjects and methods. We compare a total of 44 pupils from the second cycle of primary education (8-10 years old) with and without mathematics learning disabilities. Results. Significant differences are observed between pupils with and without mathematics learning disabilities in their capacity to predict and assess all of the tasks evaluated. As regards their 'desire to learn', no significant differences were found between pupils with and without MLD, which indicated that those with MLD assess their chances of successfully performing maths tasks in the same way as those without MLD. Finally, the findings reveal a similar metacognitive profile in pupils with MLD and the younger pupils with no mathematics learning disabilities. Conclusions. In future studies we consider it important to analyse the influence of the socioaffective belief system in the use of metacognitive skills.

Funcionamiento ejecutivo y motivación en niños de educación infantil con riesgo de dificultades en el aprendizaje de las matemáticas

“…Los enfoques actuales sobre el aprendizaje y las DAM reconocen la interrelación entre factores cog nitivos, metacognitivos y afectivomotivacionales en el aprendizaje de las matemáticas [12]. El sistema de creencias y las actitudes que tengan los alumnos hacia las matemáticas podrían actuar facilitando o dificultando el aprendizaje.…”

Dificultades de aprendizaje - Procesos psicológicos y neuropsicológicos

“…Estrategias metacognitivas • Escasa capacidad para reflexionar sobre su potencial aplicado a la resolución de tareas matemáticas Miranda, et al (2005), destacan que las bajas puntuaciones obtenidas en la habilidades metacognitivas de predicción y evaluación, de los alumnos con dificultades en matemáticas podrían estar indicando su escasa capacidad para diferenciar entre una dificultad real o aparente para pronosticar la probabilidad de resolver una tarea, así como su escasa habilidad de reflexionar retrospectiva.…”

Discrepancies between parents and teachers of students with autism spectrum disorder (ASD) in executive functioning according to the BRIEF

“…In the case of children with ASD, there is a deficit in executive functions, such as cognitive flexibility, planning, working memory, inhibitory control, and emotional regulation (Berenguer et al, 2018;Demetriou et al, 2018;Dubbelink & Geurts, 2017;Filipe et al, 2018;Hill, 2004;Ozonoff, 1997). In the case of the school context, deficits in executive functioning have been related to greater learning difficulties and academic performance (Baggetta & Alexander, 2016;Diamond, 2013), especially working memory (Reiter et al, 2005), metacognitive skills (Miranda-Casas et al, 2005) and cognitive flexibility (Blijd-Hoogewys et al, 2014;Brady et al, 2013;Campbell et al, 2017). Meltzer and Krishnan (2007) maintain that in the development of school tasks it is not only necessary to have automated processes such as reading, writing or calculation, but also to know how to apply a whole series of strategies associated with the executive functions' skills, such as flexibility or metacognitive skills.…”