Teacher Discourse and Metacognition in Inquiry-Based Mathematics Teaching in the Amazon

Artigo2026

Luciana Evangelista da Silva ORCID; João Manoel da Silva Malheiro ORCID

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Resumo

This study analyzes the relationship between teacher-monitor discourse and the manifestation of metacognitive incidents in an Inquiry-Based Teaching Sequence (IBTS) in Mathematics developed in a Science Club in the Amazon region. The study is grounded in the perspective of metacognition as a process of monitoring and regulating thinking. A qualitative approach was adopted, based on content analysis of discursive interactions recorded through audio, video, and transcriptions. The units of analysis consisted of speech turns produced by students and teacher-monitors, categorized according to a specific analytical framework. Results indicate that approximately 33% of students’ utterances presented evidence of metacognitive incidents, with predominance of confirmation and lower occurrence of monitoring and conceptual change. Discursive strategies such as prompting, scaffolding, revoicing, and counterposition contributed to the mobilization of metacognitive processes, especially in more advanced stages of the inquiry activity. The findings suggest that teacher discourse plays a significant role in promoting metacognition, although its effectiveness depends on didactic conditions and the ways classroom interactions are conducted.

Dados da obra

Tipo: Artigo
Periódico: Revista Diálogo Educacional, v. 26, n. 90, p. 1667-1684
Editora: Editora Universitária Champagnat - PUCPRESS
Ano: 2026 (2026-09-24)
Palavras-chave: metacognition; teacher discourse; inquiry-based teaching; mathematics education; classroom interaction; scaffolding; revoicing; conceptual change; science clubs; Amazon basin
DOI: 10.7213/1981-416x.26.090.ds11en
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
SILVA, Luciana Evangelista da; MALHEIRO, João Manoel da Silva. Teacher Discourse and Metacognition in Inquiry-Based Mathematics Teaching in the Amazon. Revista Diálogo Educacional, v. 26, n. 90, p. 1667-1684, 2026. DOI: https://doi.org/10.7213/1981-416x.26.090.ds11en.

APA

Silva, L. E. d., & Malheiro, J. M. d. S. (2026). Teacher Discourse and Metacognition in Inquiry-Based Mathematics Teaching in the Amazon. Revista Diálogo Educacional, 26(90), 1667-1684. https://doi.org/10.7213/1981-416x.26.090.ds11en

BibTeX

@article{silva2026,
  author = {Silva, Luciana Evangelista da and Malheiro, João Manoel da Silva},
  title = {Teacher Discourse and Metacognition in Inquiry-Based Mathematics Teaching in the Amazon},
  year = {2026},
  journal = {Revista Diálogo Educacional},
  volume = {26},
  number = {90},
  pages = {1667-1684},
  publisher = {Editora Universitária Champagnat - PUCPRESS},
  doi = {10.7213/1981-416x.26.090.ds11en}
}

RIS

TY  - JOUR
AU  - Silva, Luciana Evangelista da
AU  - Malheiro, João Manoel da Silva
TI  - Teacher Discourse and Metacognition in Inquiry-Based Mathematics Teaching in the Amazon
PY  - 2026
JO  - Revista Diálogo Educacional
VL  - 26
IS  - 90
SP  - 1667
EP  - 1684
DO  - 10.7213/1981-416x.26.090.ds11en
ER  -

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