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Result 1 to 20 of 56 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).
Classification: F21 C30 C40
1
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
2
Profiles of self-regulation in elementary grades: relations to math and reading skills. (English)
Learn. Individ. Differ. 51, 37-48 (2016).
Classification: C42 C32
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).
Classification: C31 C32 C61 C62
4
Developing mathematical practices through reflection cycles. (English)
Math. Educ. Res. J. 28, No. 3, 441-455 (2016).
Classification: C30
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).
Classification: D50 D20
6
Investigating factors that influence students’ help seeking in math homework: a multilevel analysis. (English)
Learn. Individ. Differ. 48, 29-35 (2016).
Classification: C43 C23 C33 C63
7
Learning executive function and early mathematics: directions of causal relations. (English)
Early Child. Res. Q. 36, 79-90 (2016).
Classification: C31
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).
Classification: C20 C30
9
Engagement as an inherent aspect of the learning process. (English)
Learn. Instr. 43, 76-83 (2016).
Classification: D20 C20
10
Collaboration scripts for enhancing metacognitive self-regulation and mathematics literacy. (English)
Int. J. Sci. Math. Educ. 14, No. 2, 263-280 (2016).
Classification: C30 U70 U50
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).
Classification: C71 C41 C31
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).
Classification: C33 D43 G43 D53
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).
Classification: U70 C30 C20 G40
14
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
15
Investigating factors that influence conventional distraction and tech-related distraction in math homework. (English)
Comput. Educ. (Exeter) 81, 304-314 (2015).
Classification: C24 C34
16
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).
Classification: D53 C33 M13 F93
17
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).
Classification: D53 C33
18
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).
Classification: D42 D43 C42 C42 C32 C33 C52 C53
19
Fostering and challenging learning competence through self-regulation. (Lernkompetenz fördern und fordern durch Selbstregulation.) (German)
Mathematikunterricht 60, No. 3, 28-35 (2014).
Classification: D43 D53 U63
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