Desarrollo de la metacognición como herramienta clave para el aprendizaje significativo de la matemática y la lectura en estudiantes de educación general básica
Carina Elizabeth Gaibor-Bastidas, Evelin Johana Jarrín-Albán, Josefina Noemí Rojas-Ronquillo, Aida Bolivia Barragán-Chango, Colombia Lucrecia Heredia-Vega
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Source: Crossref
Published: Oct 31, 2025
DOI: 10.63618/omd/ssjm/v3/n4/61
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his study analyzes the development of metacognition as a key tool for meaningful learning in Mathematics and Reading among Basic Education students through a documentary review of twenty studies published between 2022 and 2025. The PRISMA protocol was applied, complemented by CASPe. Findings show that metacognitive strategies of planning, monitoring, and evaluation enhance reading comprehension, logical reasoning, and self-regulated learning. Active learning methodologies and digital tools proved effective in fostering reflective and autonomous learning processes. It is concluded that metacognition represents a transversal axis of meaningful learning and an essential component of teacher training aimed at strengthening cognitive and socio-emotional competencies in diverse educational contexts.
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