Abstract
In this paper we explore the use of an orientation base (Jorba y Sanmarti, 1996) as a tool to promote metacognitive processes in pattern problem solving. We carried out an inductive analysis of the students’ productions with the aim of characterizing the written metacognitive processes derived from the creation and application of the instrument. This study has been carried out with 75 sixth grade students in three different centers into the metropolitan area of Barcelona. The students developed and applied an Orientation Base to solve two problems about numbering and mathematical patterns. Our results emphasize that the Orientation Base helps students to verbalize and guide the metacognitive processes during problem solving, but its linearity acts as a handicap given the nature of the problems. In conclusion, we redefine the instrument considering the non-linear heuristic need of problems. Therefore, we create a new instrument that we will call Non-Linear Orientation Base.
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