The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition

By Z. Mevarech, Shimon Fridkin. 2006

155 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3ea5dcd28863e5fd5e2c0cc2ebc1cd71a2d43a72

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. F. Perels
2. Bernhard Schmitz
3. Pınar Güner
4. H. Erbay
5. S. Larkin
6. Linda Bol
7. Chagit Amrany
8. Tony Perez

In Education

1. F. Perels
2. Bernhard Schmitz
3. Pınar Güner
4. H. Erbay
5. S. Larkin
6. Linda Bol
7. Tony Perez
8. Karen D. Y. Campbell

In Statistics and Probability

1. Pınar Güner
2. H. Erbay
3. S. Larkin
4. Bernhard Schmitz
5. F. Perels
6. Cherng-Jyh Yen

Citations in the corpus

• The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses (2016, background): “For example, Perels et al. (2009) found self-regulation strategies can improve math achievement in 6th graders. Participants in the experimental group showed higher levels of mathematics skills than those in the comparison group. The Perels et al. (2009) study was similar to the present study in tha”
• Metacognitive Skills and Problem-Solving (2021, methodology): “Students better performed the tasks in learning mathematics and solving problems (Mevarech & Fridkin, 2006).”
• Self-monitoring of self-regulation during math homework behaviour using standardized diaries (2011, result): “Our findings are in line with recent attempts to enhance math learning via procedures supporting metacognition (Kramarski and Mevarech 2003; Mevarech and Fridkin 2006).”
• Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective (2014, unknown): “Several researchers (Bowen, Shore, & Cartwright, 1992; Brown, 1980; Christoph, 2006; Markman, 1977, 1979; Mevarech & Fridkin, 2006; Pressley & Affl erbach, 1995; Schoenfeld, 1992; Shore & Lazar, 1996) have investigated the use of metacognitive skills while performing different tasks (e.g., reading…”
• The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, unknown): “…Math specific General Orientation (Markman, 1977, 1979; Pressley & Afflerbach, 1995; Veenman & Beishuizen, 2004) or problem solving (Carr & Jessup, 1995; Christoph, 2006; Mevarech & Fridkin, 2006; Schoenfeld, 1992; Veenman & Spaans, 2005; Veenman, Wilhelm, & Beishuizen, 2004).”
• Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement (2008, background): “More recently, Mevarech and Fridkin (2006) examined pre-college Israeli students who studied a course in mathematics.”
• Metacognition in Young Children (2009, background): “Miller (2007) has suggested that decisions about human life rely on individual personal decisions, which are”
• Socially Mediated Metacognition and Learning to Write. (2009, unknown): “…of the role of metacognition in learning mathematics (Carr & Biddlecomb, 1998; Desoete, Roeyers, & Buysse, 2001; Hurme, Palonen, & Järvelä, 2006; Mevarech & Fridkin, 2006; Panaoura & Philippou, 2007); in science (Georghiades, 2000, 2004; Hennessey, 1999; Larkin, 2006; Rickey & Stacy, 2000;…”