Table of Contents: Preface
Chapter 1 - Metacognition in mathematics: Critical issues on nature, theory, assessment and treatment; pp. 1-10
(Desoete & Veenman)
Chapter 2 - Worked-out examples in mathematics: Effects on performance and metacognitive experiences; pp. 11-33
(Efklides, Kiorpelidou, & Kiosseglou)
Chapter 3 - The Role of Intellectual and Metacognitive Skills in Math Problem Solving; pp. 35-50
(Veenman)
Chapter 4 - Goal-setting, planning and control strategies and arithmetical problem solving at grade 5; pp. 51-71
(Focant, Grégoire, & Desoete)
Chapter 5 - Mathematical Modeling and Meta-cognitive Instruction; pp. 73-81
(Mevarech, Tabuk, & Sinai)
Chapter 6 - Beliefs and metacognition: An analysis of junior-high students’ mathematics-related beliefs; pp. 83-101
(Op ‘t Eynde, De Corte, & Verschaffel)
Chapter 7 - The relationship of metacognitive knowledge, skills and beliefs in children with and without mathematics learning disabilities; pp. 103-133
(Lucangeli & Cabrele)
Chapter 8 - Are mathematical learning disabilities a special kind of metacognitive disabilities?; pp. 135-156
(Desoete)
Chapter 9 - The Role of the Metacognitive Beliefs System in Learning Disabilities in Mathematics. Implications for Intervention;
pp. 157-175
(Miranda, Garcia, Marco & Rosel)
Chapter 10 - Teaching metacognitive skills to students with mathematical disabilities; pp. 177-190
( Van Luit & Kroesbergen)
Index pp.191-199 |