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Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving?


by Meirav Tzohar-Rozen & Bracha Kramarski — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. -
http://www.tcrecord.org ID Number: 21927, Date Accessed: 12/18/2017 12:08:16 AM
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About the Author
  • Meirav Tzohar-Rozen
    Tel-Aviv University
    E-mail Author
    MEIRAV TZOHAR-ROZEN received her Ph.D. from Bar-Ilan University, Israel. Her research specializes in self-regulated learning processes in mathematics. She is a lecturer at Levinsky College of Education and Tel-Aviv University. Her main teaching area focuses on students with special needs.
  • Bracha Kramarski
    Bar-Ilan University
    E-mail Author
    BRACHA KRAMARSKI is an associate professor and the head of the math-training department at Bar-Ilan University. Her research deals with metacognition and SRL in mathematics education and teachers’ professional education with advanced technology environments. She developed an innovative method called IMPROVE for learning mathematics, which is based on metacognitive and SRL principles, cooperative learning, and feedback-corrective theories and has been adapted to various domains (e.g., STEM). Her research is presented at diverse conferences and published in prestigious journals.
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