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The relevance and efficacy of metacognition for instructional design in the domain of mathematics

Elke Baten (UGent) , Magda Praet (UGent) and Annemie Desoete (UGent)
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YOUNG-CHILDREN, EXECUTIVE FUNCTIONS, SELF-REGULATION, STRATEGY USE, SCHOOL-STUDENTS, MEDIATING ROLE, SKILLS, ACHIEVEMENT, CONSCIOUSNESS, COREGULATION

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Citation

Please use this url to cite or link to this publication:

Chicago
Baten, Elke, Magda Praet, and Annemie Desoete. 2017. “The Relevance and Efficacy of Metacognition for Instructional Design in the Domain of Mathematics.” Zdm-the International Journal on Mathematics Education 49 (4): 613–623.
APA
Baten, E., Praet, M., & Desoete, A. (2017). The relevance and efficacy of metacognition for instructional design in the domain of mathematics. ZDM-THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION , 49(4), 613–623.
Vancouver
1.
Baten E, Praet M, Desoete A. The relevance and efficacy of metacognition for instructional design in the domain of mathematics. ZDM-THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION . 2017;49(4):613–23.
MLA
Baten, Elke, Magda Praet, and Annemie Desoete. “The Relevance and Efficacy of Metacognition for Instructional Design in the Domain of Mathematics.” ZDM-THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION 49.4 (2017): 613–623. Print.
@article{8515185,
  author       = {Baten, Elke and Praet, Magda and Desoete, Annemie},
  issn         = {1863-9690},
  journal      = {ZDM-THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION },
  keyword      = {YOUNG-CHILDREN,EXECUTIVE FUNCTIONS,SELF-REGULATION,STRATEGY USE,SCHOOL-STUDENTS,MEDIATING ROLE,SKILLS,ACHIEVEMENT,CONSCIOUSNESS,COREGULATION},
  language     = {eng},
  number       = {4},
  pages        = {613--623},
  title        = {The relevance and efficacy of metacognition for instructional design in the domain of mathematics},
  url          = {http://dx.doi.org/10.1007/s11858-017-0851-y},
  volume       = {49},
  year         = {2017},
}

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