Percepción y reflexión de futuros profesores de matemáticas sobre acciones que promueven un aprendizaje autorregulado en el aula

  1. Hidalgo-Moncada, D. 1
  2. Díez-Palomar, J. 1
  3. Vanegas, Y. 2
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

Book:
Investigación en Educación Matemática XXV
  1. Teresa F. Blanco (coord.)
  2. Cristina Núñez-García (coord.)
  3. María C. Cañadas (coord.)
  4. José Antonio González-Calero (coord.)

Publisher: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-09-45038-1

Year of publication: 2022

Pages: 336-343

Congress: Sociedad Española de Investigación en Educación Matemática. Simposio (25. 2022. Santiago de Compostela)

Type: Conference paper

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Abstract

Within the professional skills that teachers must develop and monitor during their lives, transversal skills such as self-regulation have become relevant due to the constant changes in the teaching and learning processes. This study analyzes and describes the perception of a group of future mathematics teachers regarding the promotion of self-regulated learning in their classes, using a mixed methodology with data collected through a previously prepared and validated questionnaire. The results indicate that future teachers more frequently promote cooperative work and the identification of errors, and less frequently that their students analyze their state and way of learning. The development of the questionnaire allowed this sample group to reflect on their practice in the classroom, identifying aspects of self-regulation that they will implement in their future teaching work.

Data source: Dialnet