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espanolEl articulo tiene como objetivo mostrar la importancia de la resolucion de problemas verbales de matematicas y la regulacion metacognitiva durante aquella. Por ello, queremos sensibilizar a docentes de educacion secundaria respecto al uso de dicha resolucion, como recurso exploratorio de las estrategias metacognitivas que el estudiante pone en funcionamiento y que pueden servirle de informacion para adecuar la metodologia del aula, tanto de forma individual como colectiva. Con el afan de conseguirlo, aportamos un marco teorico centrado en el uso y la utilidad de la resolucion de problemas como recurso didactico, se presta especial atencion a las representaciones que los estudiantes emplean durante esa resolucion, la cual resulta un elemento facilitador de la comprension. La investigacion cuasi-experimental se ha desarrollado con una muestra no aleatoria de 99 estudiantes del primer y tercer curso de educacion secundaria, al resolver problemas de forma guiada, centra los contenidos en el manejo numerico y geometrico. Los resultados evidencian distinciones en las estrategias metacognitivas aplicadas por los alumnos durante la resolucion en ambos tipos de problemas, por lo que nos planteamos que la mediacion del docente debe diferenciarse, a partir del bloque de contenido matematico con el que se este trabajando. EnglishThis article seeks to show the importance of solving verbal mathematics problems, and the role of metacognitive regulation in this process. To do so, awareness will be raised in secondary school teachers regarding the use of problem-solving as an exploratory resource in the metacognitive strategies applied by students, which teachers may use as input to modify methodologies in the classroom, both individually and collectively. A theoretical framework focused on the use of problem solving is provided as a didactic resource, paying special attention to the representations students use during problem solving to facilitate their understanding of a problem. Quasi-experimental research was carried out on a non-random sample of 99 students from the first and third years of secondary school, who solved problems with guidance focused on handling numerical and geometrical concepts. The results show clear differences in the metacognitive strategies used by students during the solution of these types of problems; teachers must therefore adapt their guidance strategies based on the mathematical content addressed.

La representación en la resolución de problemas matemáticos: un análisis de estrategias metacognitivas de estudiantes de secundaria