Metacognition and self-regulation in learning and teaching mathematics (CROSBI ID 548265)
Prilog sa skupa u zborniku | izvorni znanstveni rad | međunarodna recenzija
Podaci o odgovornosti
Mrkonjić, Ivan ; Topolovec, Velimir ; Marinović, Marija
hrvatski
Metacognition and self-regulation in learning and teaching mathematics
The NCTM (2000) enhances the importance of developing students' metacognition as a means for improving srudents' mathematical problem solving and reasoning. The present study is rooted in this approach, aiming to elaborate the importance of metacognitive instructional method, as well as selfregulation on students' mathematical reasoning and on their general and domain specific meta-cognitive knowledge.
metacognition; self-regulation; mathematics; learning; teaching
nije evidentirano
engleski
Metacognition and self-regulation in learning and teaching mathematics
nije evidentirano
metacognition; self-regulation; mathematics; learning; teaching
nije evidentirano
Podaci o prilogu
181-192.
2009.
nije evidentirano
objavljeno
978-953-197-568-1
Podaci o matičnoj publikaciji
The Second International Scientific Colloquium Mathematics and Children (Learning Outcomes)
Pavleković, Margita
Osijek: Element
Podaci o skupu
The Second International Scientific Colloquium Mathematics and Children (Learning Outcomes)
predavanje
24.04.2009-24.04.2009
Osijek, Hrvatska