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This paper presents the results of a research carried out with students of 4th year of Primary Education in which we analyze the effects of the use of a methodology based on the invention and reconstruction of problematic situations in Mathematics class, on the development of metacognition. Results indicate that the implementation of the program improves the following areas in the students: Metacognitive Declarative Knowledge, Procedural Metacognitive Knowledge, Conditional Metacognitive Knowledge and Metacognitive Ability of Prediction. The invention of problematic situations allows students to discover the error and to recognize it in order to avoid it in the construction of new knowledge. These situations promote the awareness of the mental processes involved in the development of the task and in the decision making for the implementation of solving strategies. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research carried out with students of 4th year of Primary Education in which we analyze the effects of the use of a methodology based on the invention and reconstruction of problematic situations in Mathematics class, on the development of metacognition. Results indicate that the implementation of the program improves the following areas in the students: Metacognitive Declarative Knowledge, Procedural Metacognitive Knowledge, Conditional Metacognitive Knowledge and Metacognitive Ability of Prediction. The invention of problematic situations allows students to discover the error and to recognize it in order to avoid it in the construction of new knowledge. These situations promote the awareness of the mental processes involved in the development of the task and in the decision making for the implementation of solving strategies. [ABSTRACT FROM AUTHOR]