Heuristic Processes and the Development of Metacognition in Mathematics Teaching and Learning

Objectives: This study aims to explore the conceptual and procedural elements of using heuristics in the teaching of Experimental Sciences and their impact on strengthening students' cognitive and metacognitive competencies. Heuristic strategies such as analogy, working backward, and problem segmentation are analyzed to determine their role in metacognitive development. Theoretical Framework: The theoretical framework emphasizes heuristics as a set of methods and strategies that foster discovery and problem-solving. These tools are essential for promoting active and reflective learning, as well as addressing current academic and professional challenges. Methodology: This study adopts a qualitative-descriptive approach based on action research. Heuristic strategies applied in educational contexts were analyzed through interviews with students and teachers, along with systematic classroom observations. Results and Discussion: The findings reveal that integrating heuristic processes into teaching enhances the understanding of complex concepts, fosters autonomous learning, and promotes critical reflection among students. Additionally, teacher training in these strategies is identified as crucial to maximizing their effectiveness in educational settings. Research Implications: This study highlights the importance of incorporating heuristic strategies into educational programs to strengthen students' metacognitive competencies and improve reflective learning. Future research should explore the adaptability of these strategies across different cultural and educational contexts. Originality/Value: This work stands out for its detailed analysis of heuristics as a key tool in developing metacognitive competencies. It provides empirical evidence supporting the relevance of these strategies for education in Experimental Sciences and offers a conceptual foundation for future research.