METACOGNITION IMPLICATIONS ON THE LEARNING PROCESS OF MATHEMATICS

Abstract

This article discusses the topic of metacognition from identification and discussion of different definitions found in the literature. It aims to present implications identified by different authors between metacognition and learning, and more specifically between metacognition and learning of mathematics. In this sense, it is a literature review, built as part of the theoretical basis of a Master thesis held in the Post Graduate Program in Education of the Federal University of Mato Grosso. Methodologically, the study is characterized as exploratory and bibliographic. It is noteworthy that although some authors have pointed to the importance of metacognition in learning, such a mechanism is still unclear and therefore little explored mainly in the field of mathematics education. It is believed that these notes may help in discussions concerning the process of learning mathematics.

Key words: Metacognition; Learning; Math.