Can offline metacognition enhance mathematical problem solving

By A. Desoete, Herbert Roeyers, A. Clercq. 2003

172 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2026512d6700392fc17e88dffc2187fbfeb2e60f

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “Further, students with LD and MD also evidence deficits in domain-specific basic mathematics skills (e.g., calculation, fact fluency), and specific problem-solving skills (e.g., problem representation, metacognition, self-regulation) (Andersson, 2008; Desoete et al., 2003; Maccini & Ruhl, 2001).”
Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments (2016, background): “Wirth and Leutner (2008) distinguish between quantitative and qualitative standards as well as offline and online standards (Desoete et al. 2003).”
The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy (2006, result): “The positive effect of this study confirms the similar results of explicitly teaching metacognitive skills to elementary school students ( Desoete, Roeyers, & De Clercq, 2003 ).”
Metacognition and mathematics education (2010, methodology): “An intervention study with elementary school children was undertaken by Desoete, Roeyers, and De Clercq (2003) who studied the effects of so-called ‘‘off-line’’ metacognition on mathematical problem solving (i.e., prediction and evaluation assessments, measured before or after the solving of mathe”
Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get (2008, result): “This is in line with previous findings (Desoete et al. 2003) that metacognitive skills need to be taught explicitly in order to develop.”
Individual differences in arithmetic (2012, background): “Either expertise is consistently associated with variable strategy use, or there may be a U-shaped relationship between expertise and strategy variability as suggested by Dowker et al. (1996b). Novices may use many strategies, often inappropriate or inefficient, because they have not yet fixed on an”
The Impact of Metacognitive Instruction on Creative Problem Solving (2015, background): “…extend the growing body of literature supporting the efficacy for metacognitive instructional training to positively affect important academic outcomes (Delclos & Harrington, 1991; Desoete et al., 2003; Hacker et al., 2000; Harris et al., 2009; Nietfeld et al., 2006; Pressley et al., 2006).”