The effects of metacognitive instruction on solving mathematical authentic tasks

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Contribution of Meta‐strategic Knowledge to Scientific Inquiry Learning (2009, background): “This conclusion is in line with prior research in both science and mathematics education showing that metacognitive instruction was highly beneficial for LA students (Cardelle-Elawar, 1995; Kramarski et al., 2002; Mevarech, 1999; Mevarech & Fridkin, 2006; Mevarech & Kramarski, 1997; Teong, 2003; Whi”
Can Modelling Be Taught and Learnt? Some Answers from Empirical Research (2011, background): “This explains many of the observed difficulties since it is known from several studies that strategies (meta-cognitive activities) are helpful also for modelling (Burkhardt and Pollak 2006; Kramarski et al. 2002; Matos and Carreira 1997; Schoenfeld 1994; Stillman and Galbraith 1998; Tanner and Jon”
Metacognitive Skills and Problem-Solving (2021, background): “Better problem solvers tend to represent the problem considering all the information, whereas poor problem solvers mainly obtain mathematical operations by only focusing on the keywords (Kramarski et al., 2002).”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “For example, providing metacognitive instruction to lower-secondary students gave benefits to mathematics problem solving (Kramarski et al., 2002); secondary students who practiced calibration also had increased accuracy and attainment in biology (Bol et al., 2012).”