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Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks. (English)
Metacogn. Learn. 11, No. 2, 139-170 (2016).
Classification: D53 C33
1
Developing mathematical practices through reflection cycles. (English)
Math. Educ. Res. J. 28, No. 3, 441-455 (2016).
Classification: C30
2
The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 3, 408-420 (2016).
Classification: D53 C43 C33 C23
3
Research into mathematical applications and modelling. (English)
Makar, Katie (ed.) et al., Research in mathematics education in Australasia 2012‒2015. Singapore: Springer (ISBN 978-981-10-1417-8/pbk; 978-981-10-1419-2/ebook). 281-304 (2016).
Classification: D20 M10
4
Using context variety and students’ discussions in recognizing statistical situations. (English)
Teach. Stat. 38, No. 1, 22-24 (2016).
Classification: K45 K75 D75
5
Speech versus text supported hints in learning to solve word problems. (English)
Comput. Hum. Behav. 57, 300-311 (2016).
Classification: F93 U73 C53
6
Eleventh-grade high school students’ accounts of mathematical metacognitive knowledge: explicitness and systematicity. (English)
Int. J. Sci. Math. Educ. 14, No. 2, 319-333 (2016).
Classification: C34 D54
7
Strategies and performance in elementary students’ three-digit mental addition. (English)
Educ. Stud. Math. 91, No. 1, 123-139 (2016).
Classification: F32 C32
8
Oops, scratch that! Monitoring one’s own errors during mental calculation. (English)
Cognition 146, 110-120 (2016).
Classification: D70 F30
9
Exam corrections: a dual-purpose approach. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 26, No. 9, 803-810 (2016).
Classification: D65 D45
10
Design of online metacognitive activity in a post-secondary mathematics-for-teachers course. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 237-246 (2015).
Classification: D39 C39 C29
11
The conditions of flow and mathematical problem solving. (English)
Philos. Math. Educ. J. 29, 6 p., electronic only (2015).
Classification: C30 C20 C70 D50
12
Applications and modelling research in secondary classrooms: what have we learnt? (English)
Cho, Sung Je (ed.), Selected regular lectures from the 12th international congress on mathematical education, ICME 12, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-17186-9/hbk; 978-3-319-17187-6/ebook). 791-805 (2015).
Classification: M10
13
Successive reflections for pupils and teachers. (English)
Equals, Anniversary Edition, 7-10 (2014).
Classification: D76 F36 C36
14
Use of student mathematics questioning to promote active learning and metacognition. (English)
Cho, Sung Je (ed.), Selected regular lectures from the 12th international congress on mathematical education, ICME 12, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-17186-9/hbk; 978-3-319-17187-6/ebook). 877-895 (2015).
Classification: C30 D40
15
Metacognition in the classroom: motivation and self-awareness of mathematics learners. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 5, 439-452 (2015).
Classification: C25 C35 D45
16
Teacher beliefs, knowledge, and practice of self-regulated learning. (English)
Metacogn. Learn. 10, No. 2, 245-277 (2015).
Classification: C29 C70 C30 C49
17
Children’s emotions in math problem solving situations: contributions of self-concept, metacognitive experiences, and performance. (English)
Learn. Instr. 39, 88-96 (2015).
Classification: C23 D53
18
Resources needed for addressing common core standards in mathematics and language arts and next generation science standards. (English)
J. Math. Educ. Teach. Coll. 6, No. 1, 1-7 (2015).
Classification: D30 B70 U30
19
Crossed explicitation of research approaches in science. (Explicitation croisée des démarches d’investigation en sciences. Un levier pour donner du sens et favoriser le dialogue entre disciplines scolaires.) (French)
Repères IREM 94, 75-103 (2014).
Classification: D20 D54 D44 C34
20
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