This project was developed according to the research lines raised by the master's degree in science education from the Autonomous University of Manizales. The research aimed at the development of metacognitive regulation by a group of 9th grade students of the Carlos Restrepo Araujo Educational Institution, in solving problems with systems of 2x2 linear equations, since it is considered that much of Students of this level of schooling perform mechanical tasks, poorly reflected when facing problem situations and also do not understand the potential of metacognitive strategies as transversal elements to their learning. The present study was carried out in three consecutive phases, in a first phase or of diagnostic evaluation, I inquire about the ideas and actions that students take to face a physical situation, without signing an action plan or giving too many explanations to the Completion of the proposed practice. A second phase, or intervention where the conceptual difficulties identified in the previous phase are addressed and the metacognitive regulation is applied transversally to the mathematical school work. And a phase of completion, where from the formulation and execution of problem tasks, the process of metacognitive regulation is monitored. During the different phases the students carried out individual activities and collaborative work. The research presented was developed under the modality of didactic unit which met the criteria and categories of analysis such as planning, monitoring and evaluation.