Stimulation of the metacognitive activity in the adolescent scholars with dysfunction on their behavior

Abstract

The author assumed as the top goal of the investigation, the proposition of a didactic alternative from her own conception on the leading of a metacognitive problem solution for fifth Arithmetic-graders with behaviour-dysfunction problems. Alongside the investigation process, the author developed theoretical methods of the types: analysis-synthesis, inductiondeduction, historical-logical, the empiric information processing, and the setting of research making of the didactic conception in correlation with its components. Likewise, the Arithmetic study case is the main core of the research. To develop the case, the observation and interview were the technical tools that upheld the development, as well as, the study of documents which in a lesser degree, fulfilled the purpose of compiling information. Other empirical methods like pedagogical surveys, and students and teachers’ interviews, were included. As a result, this panorama led to conclude that the guidance of the metacognitive activity allows organizing and controlling adolescent students’ behaviour- dysfunction and volition, which in the adolescent student is characterized by the “put into practice” context. If this does not happen so, a kind of opposition to task, develops, diminishing the student’s efforts for the “put into practice” stage.