Metacognition in mathematics education
By: Annemie Desoete and Marcel Veenman, editors
Publisher: Nova Science Publishers
Published: 2006
Place of publication: New York
Language: eng
Number of pages: 199
Subjects: Mathematics; Study and teaching; Metacognition; Learning disabled; Education
Notes: Includes bibliographical references and index.
Table of contents: title: Veenman & Desoete; title: Metacognition in mathematics: critical issues on nature, theory, assessment and treatment; title: Efklides, Kiorpelidou, & Kiosseglou; title: Worked-out examples in mathematics: effects on performance and metacognitive experiences; title: Veenman; title: The role of intellectual and metacognitive skills in math problem solving; title: Focant, Grégoire, & Desoete; title: Goal-setting, planning and control strategies and arithmetical problem solving at grade 5; title: Mevarech, Tabuk, & Sinai; title: Mathematical modeling and meta-cognitive instruction; title: Eynde, De Corte, & Verschaffel; title: Beliefs and metacognition: an analysis of junior-high students mathematics-related beliefs; title: Lucangeli & Cabrele; title: The relationship of metacognitive knowledge, skills and beliefs in children with and without mathematics learning disabilities; title: Desoete; title: Are mathematical learning disabilities a special kind of metacognitive disabilities?; title: Miranda, Garcia, Marco & Rosel; title: The role of the metacognitive beliefs system in learning disabilities in mathematics. implications for intervention; title: Van Luit & Kroesbergen; title: Teaching metacognitive skills to students with mathematical disabilities.