Comparative study between metacognitive strategies and their effect on logical reasoning in pedagogy students

Abstract

Introduction: Metacognitive learning strategies become a key element that allows the student to orient himself in the information available through his organization, through which he develops mathematical logical reasoning abilities. Objective: to analyze the way in which metacognitive strategies contribute to logical reasoning and mathematical problem solving in students of the Mathematics and Physics Pedagogy Career at the Luis Vargas Torres de Esmeraldas Technical University. Methodology: paradigm centered on positivism, involving a quantitative, analytical, rationalist, scientific and technological systematic approach; applying as technique the survey to forty students belonging to the university mentioned above. Results: 38% of the students stated that they rarely imagine the problem to decide how to solve it, evidencing the mechanical learning they have in reference to solving mathematical problems. Conclusion: metacognitive strategies significantly influence logical reasoning, therefore, in solving mathematical problems, a teaching should be proposed in which didactic strategies and various methodologies related to metacognitive strategies are used that will allow students to control and monitor the use of their cognitive resources, resulting from planning, verification, monitoring, review and evaluation of their cognitive achievements.