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Metacognition and self-regulation in learning and teaching mathematics (CROSBI ID 548265)

Prilog sa skupa u zborniku | izvorni znanstveni rad | međunarodna recenzija

Mrkonjić, Ivan ; Topolovec, Velimir ; Marinović, Marija Metacognition and self-regulation in learning and teaching mathematics // The Second International Scientific Colloquium Mathematics and Children (Learning Outcomes) / Pavleković, Margita (ur.). Osijek: Element, 2009. str. 181-192

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

Povezanost rada

Matematika