La matemática en la metacognición ó la metacognición en la matemática: metacognición – complejidad - matemática

Resumen: Urge el pensar profundo en estadios metacognitivos de alto impacto en el ser humano; es una de las distinciones de otros habitantes de la tierra. La logica dialectica y su execrar de la ensenanza develan una intencionalidad colonial. Con el transmetodo la deconstruccion, en una decolonialidad planetaria, se analizan emergente re-ligantes de la triada: metacognicion-complejidad-matematica. Ubicada en la linea de investigacion titulada: Educacion Matematica Decolonial Transcompleja. Como conclusiones los procesos mentales: concreto-abstractos, analisis-sintesis, induccion-deduccion, verdad-error, absoluto-relativo, teoria-practica, macro-micro; entre otros; se declaran inseparables. Re-ligando emerge el gran espectro que pensar profundo es hacer matematica es tener un pensamiento complejo. Las estrategias complejas como emergentes re-ligantes develadoras de un pensar profundo en la ensenanza, son primerisima actividad de dicha ciencia. La matematica como ejercicio no soslayador decolonial lleva a la metacognicion y esta no se desune de la matematica. La triada: metacognicion – complejidad – matematica no se desune. Es de urgente consideracion.Palabras clave: Ensenanza de la matematica; Re-ligar; Metacognicion; Complejidad; Decolonialidad. Mathematics in metacognition or metacognition in mathematics: metacognition - complexity – mathematics Abstract: It is urgent to think deeply in metacognitive stages of high impact in the human being; it is one of the distinctions of other inhabitants of the earth. The dialectical logic and its execration of teaching reveal a colonial intention. With the deconstruction transmethod, in a planetary decoloniality, emergent re-binders of the triad are analyzed: metacognition-complexity-mathematics. Located in the research line entitled: Transcomplex Decolonial Mathematical Education. As conclusions the mental processes: concrete-abstract, analysis-synthesis, induction-deduction, truth-error, absolute-relative, theory-practice,macro-micro; among others; they are declared inseparable. Re-linking the great spectrum emerges that deep thinking is doing mathematics is having complex thinking. Complex strategies as emergent re-binding revealing of a deep thinking in teaching, are the very first activity of this science. Mathematics asa decolonial non-circumventing exercise leads to metacognition and this does not get rid of mathematics. The triad: metacognition - complexity - mathematics does not fall apart. It is of urgent consideration.Keywords: Mathematics teaching, Re-linking, Metacognition, Complexity, Decoloniality.