Study on the perceptions of Greek students, of the secondary education, on the course of mathematics, referring to some aspects of their competence of learning to learn, from the perspective of school psychology in education ; Estudio sobre las percepciones del alumnado griego, de la etapa de secundaria en la asignatura de matemáticas, referentes a algunos aspectos de la competencia de aprender a aprender, desde una perspectiva de la psicológica escolar en educación

Metacognition refers to the knowledge that the person has about the processes of his thinking. In the current study, metacognition is defined as the knowledge of knowledge, which is the awareness of awareness or ignorance and concerns the monitoring and control of knowledge. The transition from the cognitive to the metacognitive level takes place through the knowledge of the individual about his basic knowledge. At the cognitive level, mental representations are produced as a result of the basic knowledge of the individual and certain actions are performed, which are characterized as cognitive, such as reasoning, judgment and evaluation. At the metacognitive level, the individual observes his cognitive level to construct the metacognitive level, that is, the results of metacognitive knowledge arise from the knowledge of basic knowledge (know what I know) (Shea, 2020). The most basic metacognitive skills are (a) awareness, (b) reflection and (c) self regulation. Awareness refers to the knowledge of information, related to the individual or his cognitive environment (software, classmates, associates, trainer, etc.), and arises as a result of the individual's interaction with his environment (Medina et al., 2017). Reflection is the mental activity in which individuals participate in exploring their experiences to arrive at new perceptions (Lundgren et al., 2017). Reflection can take place either during activities (reflection in action) or after reflection on action (Liu & Ball, 2019). For self-regulation, which is defined as the ability of the individual to monitor and modify / control his or her behavior, cognition, and mood, as well as the environment, if necessary in order to achieve a goal (Kostaridou-Eukleides, 2005, p. 248). The student's study at a metacognitive level is therefore inspected both at the level of monitoring his actions, as well as the actions of his classmates and the overall learning environment, with the aim of self-awareness and the team in which works (group-awareness). The aim of this ...