<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442020000100243</article-id>
<article-id pub-id-type="doi">10.5902/1984644435294</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação entre conhecimento metacognitivo e desempenho em princípios de contagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Relations between metacognitive knowledge and performance in counting principles]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[ÉvelinFulginiti de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corso]]></surname>
<given-names><![CDATA[Luciana Vellinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442020000100243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442020000100243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442020000100243&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo objetiva investigar o conhecimento metacognitivode alunos do 1º ano do Ensino Fundamental, em relação às sessões de intervenção que os sujeitos participaram, e verificar se este conhecimento corresponderia ao desempenho dos estudantes em avaliação dos princípios de contagem. Para tanto, inicialmente são discutidos estudos buscando evidenciar o conceito de metacognição e sua relação com a matemática. Este estudo contou com 60 alunos de 1º ano do Ensino Fundamental, de 3 escolas públicas de Porto Alegre. A investigação do conhecimento metacognitivo ocorreu através de três perguntas realizadas, pela pesquisadora, ao final da última sessão de uma intervenção em princípios de contagem. As respostas das crianças foram categorizadas e relacionadas com o desempenho destas em avaliação dos princípios de contagem. Os resultados evidenciam que a maioria dos alunos mostrou bom conhecimento metacognitivo, demonstrando correspondência entre o que responderam à pesquisadora e o desempenho na avaliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this article is to investigate the metacognitive knowledge of students in the first year of elementary school, related to the intervention sessions in which they participated, and to verify if this knowledge would correspond to their achievement in a counting principles evaluation task. In order to do that, initially studies are discussed, aiming to evidence the concept of metacognition and its relation to mathematics. This study counted with 60 students of the first year of elementary school, from 3 public schools, located in Porto Alegre. The investigation of metacognitive knowledge occurred through three questions made by the experimenter after the finalization of an intervention in counting principles. The children&#8217;s answers were categorized and related to their achievement in the counting principles evaluation task. The results reveal that most of the students demonstrated good metacognitive knowledge, showing correspondence between their answers and the achievement in the evaluation task.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento metacognitivo]]></kwd>
<kwd lng="pt"><![CDATA[Princípios de contagem]]></kwd>
<kwd lng="pt"><![CDATA[Matemáticainicial.]]></kwd>
<kwd lng="en"><![CDATA[Metacognitive knowledge]]></kwd>
<kwd lng="en"><![CDATA[Counting principles]]></kwd>
<kwd lng="en"><![CDATA[Initialmathematics.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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