This study aims to present the metacognition approach and its associations as an alternative to qualify the teaching and learning process of mathematics, present in publications in the most important event on Mathematics Education, the ENEM. As a methodological path, all linked works in editions from 2010 to 2022, available on the SBEM website, were mapped. The bibliographical research allowed finding 11 articles presented in different formats, from which the relevant information was extracted to constitute the analysis. We found that the approach to metacognition and metacognitive strategies in the classroom is relevant for students to be able to reflect on their actions and self-evaluate when solving mathematical problems, as well as providing teachers with a way to think about teaching activities.