Algebra learning in Secondary Education: metacognitive strategies from digital technology
DOI:
https://doi.org/10.5585/dialogia.n36.18279Keywords:
Learning algebra, Virtual teaching, COVID-19, Online learning, Metacognition, Mathematics secondary educationAbstract
The learning situation in Spanish schools changed when the state of alarm was declared in March 2020, closing schools abruptly. This article shows the adaptation to a fully digital learning environment, carried out in a secondary education center in southern Spain. The study took place in a third-grade algebra class. Various materials were used to facilitate autonomous learning and teacher-student communication. The assessment instruments used were two problem-solving templates based on metacognitive strategies. The results show that the students exceeded the assessment criteria for this block of content, and optimal feedback levels were achieved throughout the teaching and learning process.
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