Metacognition in mathematics teaching-learning

Artigo2026

Mariana Figueira Secafim ORCID; Marta Maria Pontin Darsie ORCID

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Resumo

This article aims to analyze, from a theoretical and reflective perspective, the role of metacognition in mathematics teaching-learning processes, exploring its conceptual foundations, strategies, and pedagogical possibilities. It starts from the premise that learning mathematics goes beyond executing algorithms and memorizing formulas, requiring students to maintain active awareness of their own thinking processes. Based on a theoretical literature review, the study traces the origins and dimensions of the metacognition concept from Flavell, and extends to contributions by Brown, Baird, González, and other researchers. It then deepens the distinction between cognitive and metacognitive strategies, discussing how planning, monitoring, and evaluation of mental processes can be fostered in mathematics classrooms. The article argues that metacognition, by promoting self-regulation and cognitive awareness, constitutes an essential pedagogical foundation for overcoming historical difficulties in mathematics education. It concludes that the intentional promotion of metacognitive practices in the classroom, by both teachers and students, has the potential to transform subjects' relationship with mathematical knowledge, making learning more meaningful, conscious, and autonomous.

Dados da obra

Tipo: Artigo
Periódico: Revista Diálogo Educacional, v. 26, n. 90, p. 1608-1622
Editora: Editora Universitária Champagnat - PUCPRESS
Ano: 2026 (2026-09-24)
Palavras-chave: metacognition; mathematics teaching-learning; metacognitive strategies; cognitive strategies; student self-regulation; metacognitive awareness; Flavell; mathematics education; student independence
DOI: 10.7213/1981-416x.26.090.ds09en
ISSN: 1518-3483, 1981-416X
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SECAFIM, Mariana Figueira; DARSIE, Marta Maria Pontin. Metacognition in mathematics teaching-learning. Revista Diálogo Educacional, v. 26, n. 90, p. 1608-1622, 2026. DOI: https://doi.org/10.7213/1981-416x.26.090.ds09en.

APA

Secafim, M. F., & Darsie, M. M. P. (2026). Metacognition in mathematics teaching-learning. Revista Diálogo Educacional, 26(90), 1608-1622. https://doi.org/10.7213/1981-416x.26.090.ds09en

BibTeX

@article{secafim2026,
  author = {Secafim, Mariana Figueira and Darsie, Marta Maria Pontin},
  title = {Metacognition in mathematics teaching-learning},
  year = {2026},
  journal = {Revista Diálogo Educacional},
  volume = {26},
  number = {90},
  pages = {1608-1622},
  publisher = {Editora Universitária Champagnat - PUCPRESS},
  doi = {10.7213/1981-416x.26.090.ds09en}
}

RIS

TY  - JOUR
AU  - Secafim, Mariana Figueira
AU  - Darsie, Marta Maria Pontin
TI  - Metacognition in mathematics teaching-learning
PY  - 2026
JO  - Revista Diálogo Educacional
VL  - 26
IS  - 90
SP  - 1608
EP  - 1622
DO  - 10.7213/1981-416x.26.090.ds09en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS