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Ryan Williams, Martyna Citkowicz, David I. Miller, Jim Lindsay & Kirk Walters. (2022) Heterogeneity in Mathematics Intervention Effects: Evidence from a Meta-Analysis of 191 Randomized Experiments. Journal of Research on Educational Effectiveness 15:3, pages 584-634.
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Andreas de Barros, Alejandro J. Ganimian & Anuja Venkatachalam. (2022) Which Students Benefit from Independent Practice? Experimental Evidence from a Math Software in Private Schools in India . Journal of Research on Educational Effectiveness 15:2, pages 279-301.
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Willem D. de Kock & Egbert G. Harskamp. (2014) Can teachers in primary education implement a metacognitive computer programme for word problem solving in their mathematics classes?. Educational Research and Evaluation 20:3, pages 231-250.
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Shirley Matteson, Mary Margaret Capraro, Robert M. Capraro & Yvonna S. Lincoln. (2012) Extricating Justification Scheme Theory in Middle School Mathematical Problem Solving. Investigations in Mathematics Learning 5:1, pages 38-62.
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May Britt Postholm. (2011) Self‐regulated learning in teaching: students’ experiences. Teachers and Teaching 17:3, pages 365-382.
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Articles from other publishers (13)
Dan Lu & Ya-Nan Xie. (2024) The application of educational technology to develop problem-solving skills: A systematic review. Thinking Skills and Creativity 51, pages 101454.
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Jennifer Cunha, Ana Guimarães, Juliana Martins & Pedro Rosário. (2023) A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood: Implementers’ and Observers’ Perceptions of Its Impact on Elementary Students. Children 10:11, pages 1795.
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Elba Barahona, Yolanda N. Padrón & Hersh C. Waxman. (2023) Classroom observations of a cross-age peer tutoring mathematics program in elementary and middle schools. European Journal of Science and Mathematics Education 11:3, pages 515-532.
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Jingjing Shao, Yunshan Chen, Xiaoyang Wei, Xiaoran Li & Yanyan Li. (2023) Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis. Frontiers in Psychology 14.
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Mirjam G. J. de Vreeze-Westgeest & Bart Vogelaar. (2022) Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School. Education Sciences 12:2, pages 127.
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KEIGO OSHIO. (2017) Comparison of Learning Strategies Used in Three High School Subject Areas :高等学校の教科における学習方略の横断的検討. The Japanese Journal of Educational Psychology 65:2, pages 225-238.
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Willem D. de Kock. (2016) Speech versus text supported hints in learning to solve word problems. Computers in Human Behavior 57, pages 300-311.
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Derya Ozlem Yazlik & Ahmet Erdogan. (2015) Student Views with Regard to Probsol Learning Environmenta. Procedia - Social and Behavioral Sciences 197, pages 1278-1286.
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Jiří Břehovský & Petr Emanovský. (2011) ON USAGE OF INDUCTIVE APPROACH IN MATHEMATICAL TEXTBOOKS AT SECONDARY SCHOOL. Problems of Education in the 21st Century 31:1, pages 33-44.
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Fien Depaepe, Erik Corte & Lieven Verschaffel. (2009) Teachers’ metacognitive and heuristic approaches to word problem solving: analysis and impact on students’ beliefs and performance. ZDM 42:2, pages 205-218.
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Georgia Lazakidou & Symeon Retalis. (2010) Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education 54:1, pages 3-13.
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Robert E. Slavin & Cynthia Lake. (2017) Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. Review of Educational Research 78:3, pages 427-515.
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Charlotte Dignath, Gerhard Buettner & Hans-Peter Langfeldt. (2008) How can primary school students learn self-regulated learning strategies most effectively?. Educational Research Review 3:2, pages 101-129.
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