The scientific novelty of researching on the assessment of learning in Mathematics III based on metacognitive reflection in Higher Secondary Education lies in the need to improve assessment practices in the educational field, especially in the area of mathematics. This development is based on the recognition that learning assessment is a key tool for the improvement of educational quality, and that metacognitive reflection can help students to better understand their own learning processes and, therefore, improve their performance in the subject. There is now greater awareness of the importance of metacognition in mathematics learning and its relationship to improved academic performance. Therefore, research in this field has the potential to contribute significantly to the development of effective strategies and practices for the teaching and assessment of mathematics in upper secondary education. This book, an international inter-institutional collaboration, projects the doctoral research of the lead author, advised by the co-author, at UAGro High School 32, Mexico.
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