Solving mathematics problems and working with designed student responses: the role of social metacognitive regulation
When students work productively together on a mathematical problem they are required to simultaneously manage their own efforts, while understanding what others are doing, and saying. Consequently, it is argued that monitoring and regulating the construction of meaning involves individual metacognit...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2018
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| Online Access: | https://eprints.nottingham.ac.uk/55228/ |