A protocol-analytic study of metacognition in mathematical problem solving

Author:

Cai Jinfa

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference36 articles.

1. Artzt, A. E., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups.Cognition and Instruction, 9(2), 137–175.

2. Borkowski, J. G. (1985). Signs of intelligence: Strategy generalization and metacognition. In S. R. Yussen (Ed.),The growth of reflection in children (pp. 105–144). New York: Academic Press.

3. Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.),Advances in instructional psychology (Volume I) (pp. 77–165). Hillsdale, NJ: Erlbaum.

4. Campione, J. C., & Brown, A. L. (1977). Memory and metamemory development in educable retarded children. In R. Kail & J. Hagen (Eds.),Perspectives on the development of memory and cognition (pp. 367–406). Hillsdale, NJ: Erlbaum.

5. Chase, W. G., & Simon, H. A. (1973). Perception in chess. In H. A. Simon (Ed.),Models of thought, (Vol. I, pp. 386–403). New Haven, CT: Yale University Press.

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