Estrategias didácticas para el desarrollo de la metacognición mediante el aprendizaje de las Fracciones en el quinto año de Educación General Básica de la Unidad Educativa Ricardo Muñoz Chávez

Abstract

The scant application of didactic strategies has caused students to pose a minimum development in the metacognitive process, that is, they lack autonomy and regulation in their learning process. Therefore, the objective of this research study is to propose didactic strategies that enhance metacognitive development through the learning of Fractions in the fifth year B of Basic General Education (EGB) of the Ricardo Muñoz Chávez Educational Unit. The Participatory Action Research method is essential to put the theory into practice. The Participatory Action Research method is essential to put the theory into practice. The proposal, being a Didactic Guide for Teachers, is carried out according to the hybrid model, in order that the activities are applied according to the context in which the educational system is located, either virtual or face-to-face and in this way Adapt to the context of both teacher performance and students. The results show that when applying some didactic strategies of the proposal on the subject of Fractions, it enhanced metacognitive development, since what was obtained increased the percentage in terms of the skills and modalities of metacognition, above all, in academic performance. Overall of students going from an average of 6.6 to 8.1. In conclusion, the application of didactic strategies gives students to be active, autonomous and regulating subjects of their learning process, in this way Mathematics being one of the areas that intervenes most in daily life, students have the opportunity to practice daily and therefore develop your metacognition.