Integral Formation and Metacognition from the Mathematical Dimension

This article presents the results of an investigation to establish the relationship between metacognition and the construction of mathematical knowledge when this is carried out in a mathematics classroom of an engineering area. In order to identify the elements that enable implementation of cognitive and metacognitive strategies that will to lead the continuous improvement of student academic performance from the mathematics dimension. The methodology used was the construction of a conceptual cartography with metacognition as the central theme, and through its eight axes of analysis, the documentary sources were the epistemological cognitive and didactic areas. The framework was the socio formative approach, the integral formation guided by the educational model of the educational institution: the Instituto Politecnico Nacional, within the area of engineering. The mathematics subjects are taught in the first four semesters of the academic program, so students are aged in the range of 19–22 years. Results: a direct relationship was evident between the elements of a metacognitive process and mathematics through problem solving. The work allows us to conclude the importance of articulating that the cognitive dimension (in this case in the field of mathematics), metacognitive dimension and emotional dimension developed by solving problems could promote specific and essential competences of graduate profile of an engineer.