El rol de la metacognición en el efecto de la memoria de trabajo sobre la capacidad mental del estudiante para resolver problemas matemáticos

El rol de la metacognición en el efecto de la memoria de trabajo sobre la capacidad mental del estudiante para resolver problemas matemáticos

Contenido principal del artículo

Monire Abbasi Alikamar
Hassan Alamolhodaei
Farzad Radmehr


El principal objetivo de este estudio era investigar los efectos de la capacidad de memoria en el Trabajo (CMT) en los estudiantes, y la forma de resolver los ejercicios matemáticos planteados, mientras se consideraban diferentes factores psicológicos. En una muestra de 256 estudiantes mujeres entre los desde Teherán 17 y 18 años fueron evaluadas en a) Inventario conciencia meta cognitiva (ICM), (b) Prueba de atención Matemáticas (PAM), (c) Escala de ansiedad ante mas matemáticas (EAAM), (d) Prueba “Digit Span Backward”, y (e) un examen de Matemáticas. Los datos del presente estudio se analizaron mediante estadística descriptiva e inferencial de T-test y correlación de Spearman con el Paquete Estadístico para las Ciencias Sociales (SPSS). Los resultados indicaron que la meta cognición tiene distintivos y distintas variables desafiantes que otros factores usados en el WMC en la resolución de problemas matemáticos. En otras palabras, la superioridad correlación entre WMC y el rendimiento matemático se encontró en el grupo de alta metacognición. Además, en cada grupo de baja/ alta metacognición, atención alta/ baja de matemáticas, y bajo altos niveles de ansiedad/ matemáticas, los estudiantes con alta WMC mostraron mejor rendimiento matemático de los bajos de WMC. Los resultados del estudio son adecuados para los investigadores que estén interesados en los diferentes factores que influyen en los problemas matemáticos que los estudiantes resuelven.


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