Metacognition in mathematics teaching-learning

Abstract

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.