Teachers’ Perspectives on Students’ Metacognitive Strategies during Mathematical Modelling Processes – A Case Study

Author:

Wendt Lisa,Vorhölter Katrin,Kaiser Gabriele

Publisher

Springer International Publishing

Reference22 articles.

1. Blum, W. (2015). Quality teaching of mathematical modeling: What do we know, what can we do? In S. J. Cho (Ed.), The proceedings of the 12th international congress on mathematical education (pp. 73–96). Cham: Springer.

2. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale: Lawrence Erlbaum.

3. Busse, A., & Borromeo Ferri, R. (2003). Methodological reflections on a three-step-design combining observation, stimulated recall and interview. ZDM Mathematics Education, 35(6), 257–264.

4. Chalmers, C. (2009). Group metacognition during mathematical problem solving. In R. K. Hunter, B. A. Bicknell, & T. A. Burgess (Eds.), Crossing divides (pp. 105–111). Palmerston North: MERGA.

5. Efklides, A. (2008). Metacognition. Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277–297.

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