How to Evaluate Students’ Reflections After Mathematical Problem Solving:
Author:
Affiliation:
1. The University of Tokyo, Japan Society for the Promotion of Science
Publisher
The Japanese Association of Educational Psychology
Subject
Developmental and Educational Psychology,Education
Link
https://www.jstage.jst.go.jp/article/jjep/70/3/70_231/_pdf
Reference30 articles.
1. Crooks, N. M., & Alibali, M. W. (2014). Defining and measuring conceptual knowledge in mathematics. Developmental Review, 34(4), 344-377. https://doi.org/10.1016/j.dr.2014.10.001
2. Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425-474. https://doi.org/10.1007/s10648-015-9320-8
3. Glogger, I., Schwonke, R., Holzäpfel, L., Nückles, M., & Renkl, A. (2012). Learning strategies assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies. Journal of Educational Psychology, 104(2), 452-468. https://doi.org/10.1037/a0026683
4. Heemsoth, T., & Heinze, A. (2016). Secondary school students learning from reflections on the rationale behind self-made errors: A field experiment. Journal of Experimental Education, 84(1), 98-118. https://doi.org/10.1080/00220973.2014.963215
5. 市川伸一 (1991). 実践的認知研究としての「認知カウンセリング」 箱田裕司 (編) 認知科学のフロンティアⅠ (pp. 134-163) サイエンス社
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