| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics
|
Hacker, Douglas J.
|
|
2019
|
51 |
4 |
p. 601-612
|
artikel
|
| 2 |
A path model for metacognition and its relation to problem-solving strategies and achievement for different tasks
|
Zhao, Ningning
|
|
2019
|
51 |
4 |
p. 641-653
|
artikel
|
| 3 |
Enhancing metacognitive group strategies for modelling
|
Vorhölter, Katrin
|
|
2019
|
51 |
4 |
p. 703-716
|
artikel
|
| 4 |
Mathematical-metacognitive discourse: how can it be developed among teachers and their students? Empirical evidence from a videotaped lesson and two case studies
|
Shilo, Anat
|
|
2018
|
51 |
4 |
p. 625-640
|
artikel
|
| 5 |
Measuring metacognitive skills for mathematics: students’ self-reports versus on-line assessment methods
|
Veenman, Marcel V. J.
|
|
2018
|
51 |
4 |
p. 691-701
|
artikel
|
| 6 |
Metacognition and errors: the impact of self-regulatory trainings in children with specific learning disabilities
|
Lucangeli, Daniela
|
|
2019
|
51 |
4 |
p. 577-585
|
artikel
|
| 7 |
Metacognition and mathematics education: an overview
|
Desoete, Annemie
|
|
2019
|
51 |
4 |
p. 565-575
|
artikel
|
| 8 |
Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children
|
Desoete, Annemie
|
|
2018
|
51 |
4 |
p. 667-677
|
artikel
|
| 9 |
Metacognition and motivation in school-aged children with and without mathematical learning disabilities in Flanders
|
Baten, Elke
|
|
2019
|
51 |
4 |
p. 679-689
|
artikel
|
| 10 |
Metacognition in mathematics: do different metacognitive monitoring measures make a difference?
|
Lingel, Klaus
|
|
2019
|
51 |
4 |
p. 587-600
|
artikel
|
| 11 |
Metacognitive instructional behaviours of preschool teachers in mathematical activities
|
Temur, Özlem Dogan
|
|
2019
|
51 |
4 |
p. 655-666
|
artikel
|
| 12 |
What would you demand beyond mathematics? Teachers’ promotion of students’ self-regulated learning and metacognition
|
Ader, Engin
|
|
2019
|
51 |
4 |
p. 613-624
|
artikel
|
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