Some examples of metacognitive exercises that promote conceptual development in Mathematics

Abstract

In this text, following a brief introduction on the concept of metacognition and its importance in the educational context, we present and discuss several examples illustrating the metacognitive articulation process aimed at conceptual development adopted in some texts produced for the Open Book Project in Mathematics. This is a descriptive action research. Our goal is, through our report, to raise awareness among didactic material producers to consider metacognition in their work. From various workshops conducted with high school students, primary school teachers, and undergraduate students where we applied the activities reported here, we were able to ascertain the potential and importance of metacognition in promoting conceptual development.