Titlebook: Metacognition in Learning and Instruction; Theory, Research and Hope J. Hartman (Professor of Education, Professor Book 2001 Springer Scien

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Metacognition in Basic Skills Instructionsic skills of reading and mathematical problem solving. Self-regulatory behaviors in reading include clarifying one’s purpose, understanding meanings, drawing inferences, looking for relationships, and reformulating text in one’s own terms. Self-regulatory behaviors in mathematics include clarifying

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The Ability to Estimate Knowledge and Performance in College: A Metacognitive Analysiss, and procedures are acquired. The metacognitive ability to accurately estimate one’s knowledge was hypothesized to be related to academic achievement in college. The two studies reported in this paper examined the relationship between a measure of metacognitive word knowledge (the KMA) and perform

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Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English andis research has examined these components without consideration of potential contextual differences. Using a within-subject correlational design, the present study assessed mean level differences in students’ task value, self-efficacy, test anxiety, cognitive strategy use, regulatory strategy use, a

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Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying I instructional practice of seven experienced and seven beginning teachers of secondary school mathematics. A metacognitive framework was developed to examine the thoughts of teachers before, during and after lesson enactments. Data were obtained through observations, lesson plans, videotapes, and au