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Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training
16 references·1 citing·40 second hop
Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training (2003)Enhancing Mathematical Reasoning in the C…Knowing, Learning, and Instruction (2018)Knowing, Learning, and Instru…Guided, Cooperative Learning and Individual Knowledge Acquisition (2018)Guided, Cooperative Learning …Cognitive Science and Mathematics Education (2013)Cognitive Science and Mathema…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Reflective Discourse and Collective Reflection (1997)Reflective Discourse and Coll…Research on Cooperative Learning and Achievement: What We Know, What We Need to Know (1996)Research on Cooperative Learn…Mind in context: interactionist perspectives on human intelligence (1994)Mind in context: interactioni…Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain (1994)Guiding Knowledge Constructio…Task-Related Verbal Interaction and Mathematics Learning in Small Groups (1991)Task-Related Verbal Interacti…Effects of training in strategic questioning on children's problem-solving performance. (1991)Effects of training in strate…Functions, Graphs, and Graphing: Tasks, Learning, and Teaching (1990)Functions, Graphs, and Graphi…Peer interaction and learning in small groups (1989)Peer interaction and learning…Handbook of research on teaching (1986)Handbook of research on teach…Metacognition, Cognitive Monitoring, and Mathematical Performance (1985)Metacognition, Cognitive Moni…National Council of Teachers of Mathematics (1979)National Council of Teachers …Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…Effectiveness of learning strategy instruction on academic performance: A meta-analysis (2013)Effectiveness of learning str…Developmental sequence in small groups. (1965)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)What do you mean by collaborative learning? (1999)Cooperative Learning: Theory, Research and Practice (1983)Cooperation and Competition: Theory and Research (1989)Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Trends in Peer Learning (2005)The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better (2007)Handbook of Social Psychology (2013)Perspectives on the Development of Memory and Cognition (1977)Relizing That You Don't Understand: A Preliminary Investigation (1977)Training Self-Checking Routines for Estimating Test Readiness: Generalization from List Learning to Prose Recall (1979)The Role of Goal Orientation in Self-Regulated Learning (2000)Mindfulness: A Proposed Operational Definition (2004)Implications for educational practice of the science of learning and development (2019)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)Review of research in education (1973)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Exploring visuospatial thinking in chemistry learning (2004)DeFT: A conceptual framework for considering learning with multiple representations (2006)The Learning and Teaching of School Algebra (2006)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)School Engagement: Potential of the Concept, State of the Evidence (2004)Situated Cognition and the Culture of Learning (1989)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Eliciting Self‐Explanations Improves Understanding (1994)Restructuring the Classroom: Conditions for Productive Small Groups (1994)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)
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References

  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.13,127 cited
  • 1986Handbook of research on teaching10,630 cited
  • 1979National Council of Teachers of Mathematics8,512 cited
  • 1998Cognitive Architecture and Instructional Design6,167 cited
  • 2018Knowing, Learning, and Instruction1,819 cited
  • 1996Research on Cooperative Learning and Achievement: What We Know, What We Need to Know1,756 cited
  • 2018Guided, Cooperative Learning and Individual Knowledge Acquisition1,098 cited
  • 1989Peer interaction and learning in small groups1,076 cited
  • 1990Functions, Graphs, and Graphing: Tasks, Learning, and Teaching1,051 cited
  • 2013Cognitive Science and Mathematics Education987 cited
  • 1991Task-Related Verbal Interaction and Mathematics Learning in Small Groups680 cited
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  • 1985Metacognition, Cognitive Monitoring, and Mathematical Performance608 cited
  • 1997Reflective Discourse and Collective Reflection430 cited
  • 1991Effects of training in strategic questioning on children's problem-solving performance.

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315 cited
  • 1994Mind in context: interactionist perspectives on human intelligence277 cited
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    • 2013Effectiveness of learning strategy instruction on academic performance: A meta-analysis602 cited