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Result 1 to 20 of 28 total

The effects of meta-cognitive instruction on third and sixth graders solving word problems. (English)
ZDM, Int. J. Math. Educ. 42, No. 2, 195-203 (2010).
Classification: F90 C50 C30 D20
1
Ways for new models in mathematics education: Effects of metacognition training and cooperative learning on mathematical communication. (English)
Wang Jianpan et al., Trends and challenges in mathematics education. East China Normal University Press, Shanghai (ISBN 7-5617-3808-0). 15-25 (2004).
Classification: C53 C33 D43
2
The effects of metacognitive instruction on solving mathematical authentic tasks. (English)
Educ. Stud. Math. 49, No. 2, 225-250 (2002).
Classification: D43
3
Structuring group interaction in mathematics cooperative classrooms: The effect of metacognitive instruction vs. worked out examples. (English)
van denHeuvel-Panhuizen, Marja, Proceedings of the 25th conference of the international Group for the Psychology of Mathematics Education. Vol. 1. , (ISBN 90-74684-16-5). 330 (2001).
Classification: C63
4
Effects of multilevel versus unilevel metacognitive training on mathematical reasoning. (English)
J. Educ. Res. 94, No. 5, 292-300 (2001).
Classification: C30
5
Generating adequate mathematical questions according to type of problems. (English)
Zaslavsky, Orit, 23. Conference of the International Group for the Psychology of Mathematics Education (PME-23). Vol. 3. ,. 81-88 (1999).
Classification: D50
6
Effects of metacognitive training embedded in cooperative settings on mathematical problem solving. (English)
J. Educ. Res. 92, No. 4, 195-205 (1999).
Classification: D53
7
From verbal descriptions to graphic representations: stability and change in students’ alternative conceptions. (English)
Educ. Stud. Math. 32, No. 3, 229-263 (1997).
Classification: I23
8
Cognitive-metacognitive training within a problem-solving based Logo environment. (English)
Br. J. Educ. Psychol. 67, No. 4, 425-445 (1997).
Classification: D50
9
Interaction between knowledge and contexts on understanding abstract mathematical concepts. (English)
J. Exp. Child Psychol. 65, No. 1, 68-95 (1997).
Classification: C30
10
IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms. (English)
Am. Educ. Res. J. 34, No. 2, 365-394 (1997).
Classification: D40
11
Children’s understanding of successive divisions in different contexts. (English)
J. Exp. Child Psychol. 61, No. 2, 153-172 (1996).
Classification: C32
12
The effects of a problem-solving based Logo environment on children’s information processing components. (English)
Br. J. Educ. Psychol. 66, No. 2, 181-195 (1996).
Classification: C30
13
Who benefits from cooperative computer-assisted instruction. (English)
J. Educ. Comput. Res. 9, No. 4, 451-464 (1993).
Classification: U52
14
Is more always better? The separate and combined effects of a computer and video programme on mathematics learning. (English)
Br. J. Educ. Psychol. 62, No. 1, 106-116 (1992).
Classification: C73
15
Learning mathematics in different mastery environments. Mathematiklernen in unterschiedlichen Lernumgebungen. (English)
J. Educ. Res. (Mar-Apr 1991) v. 84(4) p. 225-231. CODEN: JEDRAP [ISSN 0022-0671]
Classification: C72 D42
16
Learning with Computers in Small Groups: Cognitive and Affective Outcomes. Lernen mit Computern in Kleingruppen: kognitive und affektive Ergebnisse. (English)
J. Educ. Comput. Res. (1991) v. 7(2) p. 233-43. CODEN: JERSEY [ISSN 0735-6331]
Classification: U53
17
Computers, video, both or neither. Which is better for geometry. Computer, Video - beide oder weder noch. Was ist besser fuer den Geometrieunterricht. (English)
Thirteenth international conference of the International Group on Psychology of Mathematics Education. Vol. 3. Proceedings. 13. internationale Tagung der Gruppe fuer Psychologie und Mathematikunterricht. Bd. 3. Proceedings. International Group for the Psychology of Mathematics Education; Paris-5 Univ., 75 (France). Lab. de Psychologie du Developpement et de l’Education de l’Enfant 1989. p. 182-188 of 288 p. Available from Paris-5 Univ., 75 (France). Lab. de Psychologie du Developpement et de l’Education de l’Enfant. Conference: 13. Annual Conference of the International Group for the Psychology of Mathematics Education (PME), Paris (France), 9-13 Jul 1989
Classification: U83 U73 R23
18
Learning mathematics cooperatively with CAI. Kooperativ Mathematik lernen mit CUU. (English)
Twelfth annual conference of the International Group of Mathematics Education (PME). Vol. 2. Proceedings. 12. Jahrestagung der Internationalen Gruppe fuer Psychologie und Mathematikunterricht (PME). Bd. 2. Proceedings. Editor(s): Borbas, A. International Group for the Psychology of Mathematics Education; Hungarian National Centre for Educational Technology (OOK) (Hungary) 1988. p. 495-502 of 420 p. Copy held by FIZ Karlsruhe. Conference: 12. annual conference of the International Group for the Psychology of Mathematics Education (PME), Veszprem (Hungary), 20-25 Jul 1988
Classification: U52 U53 C72 C73
19
Intrinsic Orientation Profiles and Learning Mathematics in CAI Settings. Intrinsische Orientierungsprofile und Mathematiklernen im computerunterstuetzten Unterricht. (English)
J. Educ. Res. (Mar-Apr 1988) v. 81(4) p. 228-32. CODEN: JEDRAP [ISSN 0022-0671]
Classification: U52 U53 C22 C23
20
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