Solving mathematics problems and working with designed student responses: the role of social metacognitive regulation

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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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Bibliographic Details
Main Author:	Evans, Sheila
Format:	Thesis (University of Nottingham only)
Language:	English
Published:	2018
Subjects:	Secondary school mathematics problems; Social metacognitive regulation; Designed student responses; Collaborative problem solving; Unstructured non-routine problems
Online Access:	https://eprints.nottingham.ac.uk/55228/

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