Citations (147)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (21)
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.
Read now
Read now
Zeynel Kablan & Sevinç Süzer Uğur. (2021) The relationship between routine and non-routine problem solving and learning styles. Educational Studies 47:3, pages 328-343.
Read now
Read now
Nonmanut Pongsakdi, Eero Laakkonen, Teija Laine, Koen Veermans, Minna M. Hannula-Sormunen & Erno Lehtinen. (2019) The Role of Beliefs and Motivational Variables in Enhancing Word Problem Solving. Scandinavian Journal of Educational Research 63:2, pages 179-197.
Read now
Read now
Julie M. Smith & Rebecca Mancy. (2018) Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean by collaborative metacognition?. Research in Mathematics Education 20:1, pages 14-36.
Read now
Read now
Bulent Guven, Funda Aydin-Guc & Zeynep Medine Ozmen. (2016) Problem types used in math lessons: the relationship between student achievement and teacher preferences. International Journal of Mathematical Education in Science and Technology 47:6, pages 863-876.
Read now
Read now
Jonathan D. Bostic, Stephen J. Pape & Tim Jacobbe. (2016) Encouraging Sixth-Grade Students’ Problem-Solving Performance by Teaching through Problem Solving. Investigations in Mathematics Learning 8:3, pages 30-58.
Read now
Read now
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.
Read now
Read now
Joyce J Y Fung, Mantak Yuen & Allan H K Yuen. (2014) Self-Regulation in Learning Mathematics Online: Implications for Supporting Mathematically Gifted Students with or without Learning Difficulties. Gifted and Talented International 29:1-2, pages 113-123.
Read now
Read now
Gabriel Matney, Jack L. Jackson$suffix/text()$suffix/text() & Jonathan Bostic. (2013) Effects of Minute Contextual Experience on Realistic Assessment of Proportional Reasoning. Investigations in Mathematics Learning 6:1, pages 41-68.
Read now
Read now
Erik De Corte. (2013) Giftedness considered from the perspective of research on learning and instruction. High Ability Studies 24:1, pages 3-19.
Read now
Read now
Anu Kajamies, Marja Vauras & Riitta Kinnunen. (2010) Instructing Low‐Achievers in Mathematical Word Problem Solving. Scandinavian Journal of Educational Research 54:4, pages 335-355.
Read now
Read now
Deborah Pino-Pasternak, David Whitebread & Andrew Tolmie. (2010) A Multidimensional Analysis of Parent–Child Interactions During Academic Tasks and Their Relationships With Children's Self-Regulated Learning. Cognition and Instruction 28:3, pages 219-272.
Read now
Read now
AnnemiekeE. Jacobse & EgbertG. Harskamp. (2009) Student-controlled metacognitive training for solving word problems in primary school mathematics. Educational Research and Evaluation 15:5, pages 447-463.
Read now
Read now
Santiago Vicente, Wim van Dooren & Lieven Verschaffel. (2008) Utilizar las matemáticas para resolver problemas reales. Culture and Education 20:4, pages 391-406.
Read now
Read now
Josetxu Orrantia & Laura Rodríguez. (2008) Aprendizaje de las matemáticas y práctica educative. Culture and Education 20:4, pages 381-389.
Read now
Read now
KRISTAR. MUIS. (2007) The Role of Epistemic Beliefs in Self-Regulated Learning. Educational Psychologist 42:3, pages 173-190.
Read now
Read now
AshaK. Jitendra, CynthiaC. Griffin, Andria Deatline-Buchman & Edward Sczesniak. (2007) Mathematical Word Problem Solving in Third-Grade Classrooms. The Journal of Educational Research 100:5, pages 283-302.
Read now
Read now
Cinzia Bonotto. (2005) How Informal Out-of-School Mathematics Can Help Students Make Sense of Formal In-School Mathematics: The Case of Multiplying by Decimal Numbers. Mathematical Thinking and Learning 7:4, pages 313-344.
Read now
Read now
Salomé Human - Vogel. (2004) The use of mediation as a strategy to enhance the development of cognitive flexibility in self-regulated learning. Education as Change 8:1, pages 3-27.
Read now
Read now
Peter Kelly. (2004) CHILDREN'S EXPERIENCES OF MATHEMATICS. Research in Mathematics Education 6:1, pages 37-57.
Read now
Read now
Yiannis Charalambous & Charalambos Y. Charalambous. Examining the effects of an intervention on mathematical modeling in problem solving at upper elementary grades: a cluster randomized trial study. Mathematical Thinking and Learning 0:0, pages 1-19.
Read now
Read now
Articles from other publishers (126)
Toni A. May, Kristin L. K. Koskey, Jonathan D. Bostic, Gregory E. Stone, Lance M. Kruse & Gabriel Matney. (2023)
Examining how using dichotomous and partial credit scoring models influence
sixth‐grade
mathematical
problem‐solving
assessment outcomes
. School Science and Mathematics 123:2, pages 54-67.
Crossref
Crossref
Roza Leikin, Sigal Klein & Ilana Waisman. 2023. Research Studies on Learning and Teaching of Mathematics. Research Studies on Learning and Teaching of Mathematics
49
69
.
Hasan TEMEL & Murat ALTUN. (2022) The Effect of Problem-Solving Strategies Education on Developing Mathematical LiteracyMatematik Okuryazarlığını Geliştirmede Problem Çözme Stratejileri Eğitiminin Etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 16:2, pages 275-303.
Crossref
Crossref
Timothy D. Folger, Maria Stewart, Jonathan Bostic & Toni A. May. (2022)
Validating the use of s
tudent‐level
instruments to examine preservice teachers' mathematical problem solving
. School Science and Mathematics 122:8, pages 417-428.
Crossref
Crossref
Zerrin TOKER. (2022) Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process. International Journal of Contemporary Educational Research 8:3, pages 133-151.
Crossref
Crossref
Martin Hänze & Dominik Leiss. (2022) Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school. Instructional Science 50:4, pages 529-549.
Crossref
Crossref
Özge ERÇAKIR & Osman BAĞDAT. (2022) SURİYE UYRUKLU ÖĞRENCİLERİN PROBLEM ÇÖZME SÜRECİNDE KULLANDIKLARI BİLİŞSEL VE ÜST BİLİŞSEL STRATEJİLERİN İNCELENMESİ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi:63, pages 141-166.
Crossref
Crossref
Tugce Kozakli Ulger, Isil Bozkurt & Murat Altun. (2022) Analyzing in-service teachers’ process of mathematical literacy problem posing. International Electronic Journal of Mathematics Education 17:3, pages em0687.
Crossref
Crossref
Gabriel Matney, Jonathan D. Bostic, Miranda Fox, Tiara Hicks, Toni May & Greg Stone. (2022) Fourth-grade students’ sensemaking during multi-step problem solving. The Journal of Mathematical Behavior 65, pages 100933.
Crossref
Crossref
Liena Hacatrjana. (2022) Flexibility to Change the Solution: An Indicator of Problem Solving That Predicted 9th Grade Students’ Academic Achievement during Distance Learning, in Parallel to Reasoning Abilities and Parental Education. Journal of Intelligence 10:1, pages 7.
Crossref
Crossref
Dede Suratman, Yudi Darma & Utin Desy Susiaty. Subject specific pedagogic: Problem solving skill and character pre-teacher mathematics in Indonesia. Subject specific pedagogic: Problem solving skill and character pre-teacher mathematics in Indonesia.
Sezgin KEL & Bekir KUL. (2021) Akıl ve Zeka Oyunlarının Öğrencilere Katkıları: Eğitmenlerin Görüşleri. Uluslararası Bilim ve Eğitim Dergisi 4:3, pages 207-225.
Crossref
Crossref
Aoibhinn Ni Shuilleabhain, Anthony Cronin & Mark Prendergast. (2021) Maths Sparks engagement programme: investigating the impact on under-privileged pupils’ attitudes towards mathematics. Teaching Mathematics and its Applications: An International Journal of the IMA 40:2, pages 133-153.
Crossref
Crossref
Charlotte Dignath & Marcel V. J. Veenman. (2020) The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review 33:2, pages 489-533.
Crossref
Crossref
Ozdemir Emine & Sezginsoy Seker Burcu. (2021) Investigation of knowledge and usage levels of problem-solving strategies of prospective classroom teachers. Educational Research and Reviews 16:5, pages 151-171.
Crossref
Crossref
Patrick K. Kirkland & Nicole M. McNeil. (2021) Question Design Affects Students' Sense‐Making on Mathematics Word Problems. Cognitive Science 45:4.
Crossref
Crossref
Stanislaw Schukajlow, Judith Blomberg, Johanna Rellensmann & Claudia Leopold. (2021) Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance. Contemporary Educational Psychology 65, pages 101967.
Crossref
Crossref
Aygen KOÇ KOCA & Ramazan GÜRBÜZ. (2021) PROBLEM SOLVING STRATEGIES USED BY GIFTED SECONDARY SCHOOL STUDENTS TO SOLVE MATH PROBLEMSÖZEL YETENEKLİ ORTAOKUL ÖĞRENCİLERİNİN PROBLEM ÇÖZMEDE KULLANDIKLARI PROBLEM ÇÖZME STRATEJİLERİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 21:1, pages 348-359.
Crossref
Crossref
Nina Sturm & Carla Bohndick. (2021) The Influence of Attitudes and Beliefs on the Problem-Solving Performance. Frontiers in Education 6.
Crossref
Crossref
TLS Desyarti Safarini, Regina Nurashari & Margaretha Weryana Lie. (2021) Mathematical Problem-Solving Heuristics Used by Students in College Algebra Class. Journal of Physics: Conference Series 1776:1, pages 012005.
Crossref
Crossref
Birgul Damla Baber Elbistan & Tobias C. Stubbe. (2021) The Relationship Between Problem-Solving Skills and Planning Ability by Using Tower of London Test. Open Education Studies 3:1, pages 226-232.
Crossref
Crossref
Jarise Kaskens, Eliane Segers, Sui Lin Goei, Johannes E.H. van Luit & Ludo Verhoeven. (2020) Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development. Teaching and Teacher Education 94, pages 103096.
Crossref
Crossref
Ivana Di Leo & Krista R. Muis. (2020) Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving. Contemporary Educational Psychology 62, pages 101879.
Crossref
Crossref
Desy Eka Puspito Rini, Sufyani Prabawanto & Fauziah Fakhrunisa. (2020) How Are the Students' Steps in Solving Mathematical Problems?. How Are the Students' Steps in Solving Mathematical Problems?.
Ying Wang & Rayne A. Sperling. (2020) Characteristics of Effective Self-Regulated Learning Interventions in Mathematics Classrooms: A Systematic Review. Frontiers in Education 5.
Crossref
Crossref
Veda YAR YILDIRIM. (2020) Aile, Sınıf ve Okul Öğrenme Ortamlarının Öğretim Programlarında Yer Alan Bilişsel, Duyuşsal, Psikomotor Kazanımlar Açısından Yeterliği / The Competency of Family, Class and School Learning Environments in Terms of The Cognitive, Affective and Psychomotor Objectives of The Curricula. e-International Journal of Educational Research 11:1, pages 1-19.
Crossref
Crossref
Erif Ahdhianto, Marsigit Marsigit, Haryanto Haryanto & Novi Nitya. (2020) The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills. European Journal of Educational Research 9:2, pages 753-764.
Crossref
Crossref
Lieven Verschaffel, Stanislaw Schukajlow, Jon Star & Wim Van Dooren. (2020) Word problems in mathematics education: a survey. ZDM 52:1, pages 1-16.
Crossref
Crossref
Cemil İNAN & Serdar ERKUŞ. (2020) Matematik Laboratuvar Uygulamalarının Sınıf ve Okul Öncesi Öğretmen Adaylarının Matematik Başarı ve Tutumlarına Etkisinin İncelenmesi. Kastamonu Eğitim Dergisi.
Crossref
Crossref
Tova Michalsky. (2020) Preservice Teachers’ Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level. Teachers College Record: The Voice of Scholarship in Education 122:3, pages 1-48.
Crossref
Crossref
Maria Kirstine Østergaard. 2020. Theorizing and Measuring Affect in Mathematics Teaching and Learning. Theorizing and Measuring Affect in Mathematics Teaching and Learning
101
110
.
Estela Rojas & Nadia Benakli. 2020. Teaching College-Level Disciplinary Literacy. Teaching College-Level Disciplinary Literacy
197
226
.
Lieven Verschaffel, Fien Depaepe & Zemira Mevarech. (2019) Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature. Education Research International 2019, pages 1-19.
Crossref
Crossref
Trinidad García, Jan Boom, Evelyn H. Kroesbergen, José Carlos Núñez & Celestino Rodríguez. (2019) Planning, execution, and revision in mathematics problem solving: Does the order of the phases matter?. Studies in Educational Evaluation 61, pages 83-93.
Crossref
Crossref
Wim Van Dooren, Stephanie Lem, Hannelore De Wortelaer & Lieven Verschaffel. (2019) Improving realistic word problem solving by using humor. The Journal of Mathematical Behavior 53, pages 96-104.
Crossref
Crossref
Rezan YILMAZ. (2019) Sınıf Öğretmeni Adaylarının Problem Çözme Sürecinde Kullandıkları Stratejiler: Rutin Problem Çözme DurumlarıThe Strategies Used by Prospective Primary School Teachers in the Process of Problem Solving: The Case of Routine Problem Solving. Kastamonu Eğitim Dergisi 27:1, pages 85-94.
Crossref
Crossref
Ali BOZKURT & Gülnur KARSLIGİL. (2018) Öğrencilerin Problem Çözme Ve Kurma Süreçlerindeki Matematiksel Düşünüşlerinin İncelenmesi. e-International Journal of Educational Research 9:3, pages 1-33.
Crossref
Crossref
Baki ŞAHİN & Murtaza AYKAÇ. (2018) Yaratıcı Drama Yönteminin Öğretmen Adaylarının Matematik Temel Becerileri’ne İlişkin Görüşleri Üzerindeki Etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi 14:3, pages 896-911.
Crossref
Crossref
Tama Duangnamol, Thepchai Supnithi, Gun Srijuntongsiri & Mitsuru Ikeda. (2018) Computer-Supported Meta-reflective Learning Model via mathematical word problem learning for training metacognition. Research and Practice in Technology Enhanced Learning 13:1.
Crossref
Crossref
Adena E. Young & Frank C. Worrell. (2018) Comparing Metacognition Assessments of Mathematics in Academically Talented Students. Gifted Child Quarterly 62:3, pages 259-275.
Crossref
Crossref
Sibel KAYA & Zeynel KABLAN. (2018) Rutin Olmayan Problemlerle İlgili Yapılan Araştırmaların AnaliziThe Analysis of the Studies on Non-Routine Problems. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 12:1, pages 25-44.
Crossref
Crossref
Belgin BAL İNCEBACAK & Esen ERSOY. (2018) Ortaokul Öğrencilerinin Yaratıcı Problem Çözme BecerileriCreative Problem Solving Skills Of Secondary School Students. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 12:1, pages 1-24.
Crossref
Crossref
Maureen Grady. (2018) Students’ conceptions of mathematics as sensible: Towards the SCOMAS framework. The Journal of Mathematical Behavior 50, pages 126-141.
Crossref
Crossref
Mehmet Koray SERİN & İsa KORKMAZ. (2018) İlkokul 4. Sınıf Öğrencilerinin Problemi Anlama ve Tahmin Süreçlerinde Ortaya Koydukları Bilişsel-Üstbilişsel Davranışların İncelenmesiInvestigatıon of Cognitive-Metacognitive Behaviors of Primary School 4th Grade Students in Processes of Understanding the Problem and Prediction. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi:28, pages 131-173.
Crossref
Crossref
Katja Maaß & Christoph Mischo. 2018. Evaluierte Lernumgebungen zum Modellieren. Evaluierte Lernumgebungen zum Modellieren
289
312
.
Jonathan D. Bostic & Toni A. Sondergeld. 2018. Classroom Assessment in Mathematics. Classroom Assessment in Mathematics
139
155
.
Marjolein Kool & Ronald Keijzer. 2018. Research Advances in the Mathematical Education of Pre-service Elementary Teachers. Research Advances in the Mathematical Education of Pre-service Elementary Teachers
97
109
.
Fatih ÇELİKEL & Memet KARAKUŞ. (2017) TEOG Sınavının Matematik Dersindeki Akademik Başarıyla İlişkisinin ve Matematik Dersi Öğretim Süreci Üzerindeki Etkilerinin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, pages 1-18.
Crossref
Crossref
Kyeong-Hwa Lee. (2017) Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers’ exploration. ZDM 49:7, pages 995-1008.
Crossref
Crossref
Hsien-Sheng Hsiao, Chien-Yu Lin, Jyun- Chen & Yi-Fang Peng. (2017) The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students. EURASIA Journal of Mathematics, Science and Technology Education 14:1.
Crossref
Crossref
Fatma Acar & Engin Ader. (2017) Matematikte Akran Öğretimi Sırasında Öğretici Görevi Üstlenen Öğrencilerde Üstbiliş. İlköğretim Online 16:3, pages 1185-1200.
Crossref
Crossref
Johanna Rellensmann, Stanislaw Schukajlow & Claudia Leopold. (2016) Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance. Educational Studies in Mathematics 95:1, pages 53-78.
Crossref
Crossref
Feride Özyıldırım Gümüş & Aysun Umay. (2017) Problem Çözme Stratejileri Öğretiminin İlköğretim Matematik Öğretmen Adaylarının Kavramsal/İşlemsel Çözüm Tercihlerine ve Problem Çözme Performansına Etkisi. İlköğretim Online 16:2, pages 746-746.
Crossref
Crossref
Giovannina Albano & Anna Pierri. (2016) Digital storytelling in mathematics: a competence-based methodology. Journal of Ambient Intelligence and Humanized Computing 8:2, pages 301-312.
Crossref
Crossref
Zeynep Sonay Ay & Safure Bulut. (2017) Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması. İlköğretim Online 16:2, pages 547-547.
Crossref
Crossref
David Allsopp, LouAnn H. Lovin & Sarah van Ingen. (2017) Supporting Mathematical Proficiency. TEACHING Exceptional Children 49:4, pages 273-283.
Crossref
Crossref
Ann Dowker. 2017. The Development of Early Childhood Mathematics Education. The Development of Early Childhood Mathematics Education
255
287
.
Emel Çilingir & Perihan Dinç Artut. (2016) Effect of Realistic Mathematics Education Approach on Visual Mathematics Literacy Perceptions and Problem Solving Attitude of Students. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7:3, pages 578-578.
Crossref
Crossref
W.D. de Kock & E.G. Harskamp. (2016) Procedural versus content-related hints for word problem solving: an exploratory study. Journal of Computer Assisted Learning 32:5, pages 481-493.
Crossref
Crossref
Willem D. de Kock. (2016) Speech versus text supported hints in learning to solve word problems. Computers in Human Behavior 57, pages 300-311.
Crossref
Crossref
William A. Sandoval, Jeffrey A. Greene & Ivar Bråten. (2016) Understanding and Promoting Thinking About Knowledge. Review of Research in Education 40:1, pages 457-496.
Crossref
Crossref
Varvara I. Morosanova, Tatiana G. Fomina, Yulia Kovas & Olga Y. Bogdanova. (2016) Cognitive and regulatory characteristics and mathematical performance in high school students. Personality and Individual Differences 90, pages 177-186.
Crossref
Crossref
Micah S. Stohlmann & Lluís Albarracín. (2016) What Is Known about Elementary Grades Mathematical Modelling. Education Research International 2016, pages 1-9.
Crossref
Crossref
Peter Liljedahl, Manuel Santos-Trigo, Uldarico Malaspina & Regina BruderPeter Liljedahl, Manuel Santos-Trigo, Uldarico Malaspina & Regina Bruder. 2016. Problem Solving in Mathematics Education. Problem Solving in Mathematics Education
1
39
.
Jonathan David Bostic & Toni A. Sondergeld. (2015) Measuring Sixth-Grade Students' Problem Solving: Validating an Instrument Addressing the Mathematics Common Core. School Science and Mathematics 115:6, pages 281-291.
Crossref
Crossref
Paul Andrews. (2015) Mathematics, PISA, and culture: An unpredictable relationship. Journal of Educational Change 16:3, pages 251-280.
Crossref
Crossref
Ökkeş ESENDEMİR, Sevilay ÇIRAK & Mustafa SAMANCIOĞLU. (2015) Pre-service Elementary Math Teachers’ Opinions About Mathematics Teaching Competencies. Gaziantep University Journal of Social Sciences 14:24224, pages 217-239.
Crossref
Crossref
Feng Deng, Eng Guan Tay, Tin Lam Toh, Yew Hoong Leong, Khiok Seng Quek, Pee Choon Toh, Jaguthsing Dindyal & Foo Him Ho. (2015) Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based Intervention. Research in Mathematical Education 19:1, pages 19-41.
Crossref
Crossref
Norbert M. Seel & Ulrike HankeNorbert M. Seel & Ulrike Hanke. 2015. Erziehungswissenschaft. Erziehungswissenschaft
765
852
.
Fien Depaepe, Erik De Corte & Lieven Verschaffel. 2015. From beliefs to dynamic affect systems in mathematics education. From beliefs to dynamic affect systems in mathematics education
137
156
.
Limin Chen, Wim Van Dooren & Lieven Verschaffel. 2015. Mathematical Problem Posing. Mathematical Problem Posing
309
329
.
Tova Michalsky. (2014) Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning. Studies in Educational Evaluation 43, pages 214-229.
Crossref
Crossref
Debora Pino Pasternak, Marisol Basilio & David Whitebread. (2014) Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms. Psykhe (Santiago) 23:2, pages 1-13.
Crossref
Crossref
Timo Reuter, Wolfgang Schnotz & Renate Rasch. (2014) Does representation matter? Teacher-provided tables and drawings as cognitive tools for solving non-routine word problems in primary school. European Journal of Science and Mathematics Education 2:2A, pages 34-43.
Crossref
Crossref
Constantinos Xenofontos & Paul Andrews. (2013) Defining mathematical problems and problem solving: prospective primary teachers’ beliefs in Cyprus and England. Mathematics Education Research Journal 26:2, pages 279-299.
Crossref
Crossref
Umesh Ramnarain. (2013) Empowering educationally disadvantaged mathematics students through a strategies-based problem solving approach. The Australian Educational Researcher 41:1, pages 43-57.
Crossref
Crossref
Erik De Corte. 2014. Leaders in Educational Research. Leaders in Educational Research
19
37
.
Devrim Erdem-Keklik. (2013) The Scale for Problem Solving Skills in Mathematics: Further Evidence for Construct Validity. Procedia - Social and Behavioral Sciences 84, pages 155-159.
Crossref
Crossref
Tova Michalsky & Chen Schechter. (2013) Preservice teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education 30, pages 60-73.
Crossref
Crossref
Csaba Csíkos, Judit Szitányi & Rita Kelemen. (2011) The effects of using drawings in developing young children’s mathematical word problem solving: A design experiment with third-grade Hungarian students. Educational Studies in Mathematics 81:1, pages 47-65.
Crossref
Crossref
İ. Elif Yetkin Özdemir & Stephen J. Pape. (2012) Supporting students’ strategic competence: a case of a sixth-grade mathematics classroom. Mathematics Education Research Journal 24:2, pages 153-168.
Crossref
Crossref
Erik De Corte. (2017) Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence. Journal of Education 192:2-3, pages 33-47.
Crossref
Crossref
Karina K. R. Hensberry & Tim Jacobbe. (2012) The effects of Polya’s heuristic and diary writing on children’s problem solving. Mathematics Education Research Journal 24:1, pages 59-85.
Crossref
Crossref
Erik E. J. Thoonen, Peter J. C. Sleegers, Frans J. Oort, Thea T. D. Peetsma & Femke P. Geijsel. (2011) How to Improve Teaching Practices. Educational Administration Quarterly 47:3, pages 496-536.
Crossref
Crossref
Katja Maass. (2011) How can teachers’ beliefs affect their professional development?. ZDM 43:4, pages 573-586.
Crossref
Crossref
Birgit Pepin. (2011) Pupils’ attitudes towards mathematics: a comparative study of Norwegian and English secondary students. ZDM 43:4, pages 535-546.
Crossref
Crossref
Limin Chen, Wim Van Dooren, Qi Chen & Lieven Verschaffel. (2010) AN INVESTIGATION ON CHINESE TEACHERS’ REALISTIC PROBLEM POSING AND PROBLEM SOLVING ABILITY AND BELIEFS. International Journal of Science and Mathematics Education 9:4, pages 919-948.
Crossref
Crossref
Claire Sangster Jokić & David Whitebread. (2010) The Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review. Educational Psychology Review 23:1, pages 75-98.
Crossref
Crossref
Stanislaw Schukajlow & Dominik Leiss. (2011) Selbstberichtete Strategienutzung und mathematische ModellierungskompetenzSelf-reported use of strategies and mathematical modelling. Journal für Mathematik-Didaktik 32:1, pages 53-77.
Crossref
Crossref
Burcu Celebioglu & Rıdvan Ezentaş. (2011) Usage of Non-routine Problem Solving Strategies: Semi-Structured Interviews with First Grade Students. Procedia - Social and Behavioral Sciences 15, pages 2753-2757.
Crossref
Crossref
Katja Maaß. (2010) Classification Scheme for Modelling TasksKlassifikationsschema für Modellierungsaufgaben. Journal für Mathematik-Didaktik 31:2, pages 285-311.
Crossref
Crossref
Saskia Kistner, Katrin Rakoczy, Barbara Otto, Charlotte Dignath-van Ewijk, Gerhard Büttner & Eckhard Klieme. (2010) Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance. Metacognition and Learning 5:2, pages 157-171.
Crossref
Crossref
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.
Crossref
Crossref
Lieven Verschaffel, Wim Van Dooren, Brian Greer & Swapna Mukhopadhyay. (2010) Reconceptualising Word Problems as Exercises in Mathematical ModellingDie Rekonzeptualisierung von Textaufgaben als Übungen in mathematischer Modellierung. Journal für Mathematik-Didaktik 31:1, pages 9-29.
Crossref
Crossref
Esther Brunner, Christine Pauli & Kurt Reusser. (2010) Understanding-Oriented Mathematics Instruction using the Example of Solving a Word ProblemVerstehensorientiertes Arbeiten im Mathematikunterricht am Beispiel des Lösens einer Textaufgabe. Journal für Mathematik-Didaktik 31:1, pages 31-50.
Crossref
Crossref
Fien Depaepe, Erik De Corte & Lieven Verschaffel. (2010) Teachers' approaches towards word problem solving: Elaborating or restricting the problem context. Teaching and Teacher Education 26:2, pages 152-160.
Crossref
Crossref
Philip H. WinneJohn C. Nesbit. (2010) The Psychology of Academic Achievement. Annual Review of Psychology 61:1, pages 653-678.
Crossref
Crossref
Burcu Celebioglu, Yeliz Yazgan & Rıdvan Ezentaş. (2010) Usage of non-routine problem solving strategies at first grade level. Procedia - Social and Behavioral Sciences 2:2, pages 2968-2974.
Crossref
Crossref
Christoph Selter. (2009) Creativity, flexibility, adaptivity, and strategy use in mathematics. ZDM 41:5, pages 619-625.
Crossref
Crossref
Iliada Elia, Marja den Heuvel-Panhuizen & Angeliki Kolovou. (2009) Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics. ZDM 41:5, pages 605-618.
Crossref
Crossref
C. A. Ogilvie. (2009) Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems. Physical Review Special Topics - Physics Education Research 5:2.
Crossref
Crossref
Asha K. Jitendra, Jon R. Star, Kristin Starosta, Jayne M. Leh, Sheetal Sood, Grace Caskie, Cheyenne L. Hughes & Toshi R. Mack. (2009) Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction. Contemporary Educational Psychology 34:3, pages 250-264.
Crossref
Crossref
Isabelle Hugener, Christine Pauli, Kurt Reusser, Frank Lipowsky, Katrin Rakoczy & Eckhard Klieme. (2009) Teaching patterns and learning quality in Swiss and German mathematics lessons. Learning and Instruction 19:1, pages 66-78.
Crossref
Crossref
Florence Mihaela Singer & Hedy Moscovici. (2008) Teaching and learning cycles in a constructivist approach to instruction. Teaching and Teacher Education 24:6, pages 1613-1634.
Crossref
Crossref
Lieven Verschaffel & Erik De Corte. 2008. Enseignement et apprentissage des mathématiques. Enseignement et apprentissage des mathématiques
153
176
.
Erik De Corte, Lieven Verschaffel & Fien Depaepe. (2008) Unraveling the Relationship Between Students’ Mathematics-Related Beliefs and the Classroom Culture. European Psychologist 13:1, pages 24-36.
Crossref
Crossref
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.
Crossref
Crossref
Indira Chacko. (2007) REAL-WORLD PROBLEMS: TEACHERS’ EVALUATION OF PUPILS’ SOLUTIONS. Studies in Educational Evaluation 33:3-4, pages 338-354.
Crossref
Crossref
Erik De Corte & Lieven Verschaffel. 2007. Handbook of Child Psychology. Handbook of Child Psychology.
Fien Depaepe, Erik De Corte & Lieven Verschaffel. (2007) Unraveling the culture of the mathematics classroom: A video-based study in sixth grade. International Journal of Educational Research 46:5, pages 266-279.
Crossref
Crossref
Christine Pauli, Kurt Reusser & Urs Grob. (2007) Teaching for understanding and/or self-regulated learning? A video-based analysis of reform-oriented mathematics instruction in Switzerland. International Journal of Educational Research 46:5, pages 294-305.
Crossref
Crossref
Brian Greer, Lieven Verschaffel & Swapna Mukhopadhyay. 2007. Modelling and Applications in Mathematics Education. Modelling and Applications in Mathematics Education
89
98
.
Brian Greer & Lieven Verschaffel. 2007. Modelling and Applications in Mathematics Education. Modelling and Applications in Mathematics Education
219
224
.
Cinzia Bonotto. 2007. Modelling and Applications in Mathematics Education. Modelling and Applications in Mathematics Education
185
192
.
Erik De Corte, Lieven Verschaffel & Chris Masui. (2004) The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving. European Journal of Psychology of Education 19:4, pages 365-384.
Crossref
Crossref
Krista R. Muis. (2016) Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research. Review of Educational Research 74:3, pages 317-377.
Crossref
Crossref
Erik De Corte. (2004) Mainstreams and Perspectives in Research on Learning (Mathematics) From Instruction. Applied Psychology 53:2, pages 279-310.
Crossref
Crossref
Pierre Barrouillet & Valérie Camos. 2003. Les sciences cognitives et l'école. Les sciences cognitives et l'école
305
351
.
S.K. Teong. (2003) The effect of metacognitive training on mathematical word-problem solving. Journal of Computer Assisted Learning 19:1, pages 46-55.
Crossref
Crossref
Lieven Verschaffel, Brian Greer & Erik de Corte. 2002. Symbolizing, Modeling and Tool Use in Mathematics Education. Symbolizing, Modeling and Tool Use in Mathematics Education
257
276
.
Erik De Corte, Lieven Verschaffel, Joost Lowyck, Stijn Dhert & Luc Vandeput. 2002. TelE-Learning. TelE-Learning
53
59
.
Gilah C. Leder & Helen J. Forgasz. 2002. Beliefs: A Hidden Variable in Mathematics Education?. Beliefs: A Hidden Variable in Mathematics Education?
95
113
.
E. De Corte & L. Verschaffel. 2001. International Encyclopedia of the Social & Behavioral Sciences. International Encyclopedia of the Social & Behavioral Sciences
9382
9386
.
Erik De Corte. (2000) Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology. Learning and Instruction 10:3, pages 249-266.
Crossref
Crossref
Erik de Corte, Lieven Verschaffel & Peter Op't Eynde. 2000. Handbook of Self-Regulation. Handbook of Self-Regulation
687
726
.
Jan Vermunt & Lieven Verschaffel. 2000. New Learning. New Learning
209
225
.