mathematical problem solving

Gidalevich, S., & Kramarski, B. (2017)

Guidance for metacognitive judgments: A thinking-aloud analysis inmath problem solving. Hellenic Journal of Psychology, 14(2):83-113

Tzohar-Rozen, M., &  Kramarski, B. (2017)

Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving? Teachers College Record,119(13), 1-26 

Kramarski, B. and Friedman, S. (2014)

Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem-Solving Using Multimedia. Journal of Educational Computing Research, 50(3), 285-314

Tzohar-Rozen, M. and Kramarski, B.(2014)

Metacognition, Motivation, and Emotions:Contribution of Self-Regulated Learning to Solving Mathematical Problems. Global Education Review 1(4), 76-95

Kramarski, B. (2012)

Self regulated learning in online mathematical problem solving discussion forums. In Z. Yan (Ed.), Encyclopedia of Cyber Behavior (pp.1145-1155). IGI Global

Kramarski, B. (2011)

Assessing self regulation development  through sharing feedback in online mathematical problem solving discussion. In G. D. Dettori & D. Persico (Eds.), Fostering self -regulated learning through ICT (pp. 232-247). Hershey, N. Y. : Information Science Reference

Kramarski, B., Weiss, I., & Kololshi-Minsker, I. (2010).

How can self- regulated learning (SRL) support problem solving of third-grade students with mathematics anxiety? ZDM - The International Journal on Mathematics Education, 42(2), 179-193.

Mevarech, Z. R., Terkieltaub, S., Vinberger, T. & Nevet, V. (2010)

The effects of meta-cognitive instruction on third and sixth graders solving word problems.  ZDM Mathematics Education, 42,195-203.

Kramarski, B., & Liberman, A. (2003).