Result **1** to **20** of **59** total

Investigating kindergarteners’ number sense and self-regulation scores in relation to their mathematics and Turkish scores in middle school. (English)

Math. Educ. Res. J. 28, No. 3, 405-420 (2016).

1

Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks. (English)

Metacogn. Learn. 11, No. 2, 139-170 (2016).

2

Profiles of self-regulation in elementary grades: relations to math and reading skills. (English)

Learn. Individ. Differ. 51, 37-48 (2016).

3

Early mathematics achievement of boys and girls: do differences in early self-regulation pathways explain later achievement? (English)

Learn. Individ. Differ. 51, 199-209 (2016).

4

Developing mathematical practices through reflection cycles. (English)

Math. Educ. Res. J. 28, No. 3, 441-455 (2016).

5

Problem solving: the legacy of Pólya and a reading of CERME 2015. (A resolução de problemas: o legado de Pólya e uma leitura do CERME 2015.) (Portuguese. English summary)

Quadrante 25, No. 1, 83-95 (2016).

6

Investigating factors that influence students’ help seeking in math homework: a multilevel analysis. (English)

Learn. Individ. Differ. 48, 29-35 (2016).

7

Learning executive function and early mathematics: directions of causal relations. (English)

Early Child. Res. Q. 36, 79-90 (2016).

8

Beyond math anxiety: positive emotions predict mathematics achievement, self-regulation, and self-efficacy. (English)

Asia-Pac. Educ. Res. 25, No. 3, 415-422 (2016).

9

Engagement as an inherent aspect of the learning process. (English)

Learn. Instr. 43, 76-83 (2016).

10

Collaboration scripts for enhancing metacognitive self-regulation and mathematics literacy. (English)

Int. J. Sci. Math. Educ. 14, No. 2, 263-280 (2016).

11

Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten. (English)

Learn. Instr. 41, 85-93 (2016).

12

Reflection on self-efficacy training and skill training to foster student performance in geometry: a case study. (English)

Far East J. Math. Educ. 14, No. 2, 103-135 (2015).

13

Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do iPads help? (English)

Comput. Sch. 32, No. 2, 122-143 (2015).

14

Self-determination and STEM education: effects of autonomy, motivation, and self-regulated learning on high school math achievement. (English)

Learn. Individ. Differ. 43, 156-163 (2015).

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).

16

Investigating factors that influence conventional distraction and tech-related distraction in math homework. (English)

Comput. Educ. (Exeter) 81, 304-314 (2015).

17

Effects of prompting students to use multiple solution methods while solving real-world problems on student’s self-regulation. (English)

Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 1-8 (2014).

18

Problem solving processes of fifth graders ‒ developing a descriptive phase model. (Mathematische Problembearbeitungsprozesse von Fünftklässlern ‒ Entwicklung eines deskriptiven Phasenmodells.) (German. English summary)

J. Math.-Didakt. 35, No. 2, 251-282 (2014).

19

Impact of activity-based mathematics instruction on students with different prior knowledge and reading abilities. (English)

Int. J. Sci. Math. Educ. 12, No. 6, 1445-1468 (2014).

20

Result **1** to **20** of **59** total