metacognition

Shamir, A., Mevarech, Z. R & Gida, C.(2009)

The assessment of meta-cognition in different contexts: individualized vs. peer assisted learning. Metacognition and Learning, 4(1), 47-61.

Kramarski, B., & Michalsky, T. (2008).

Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In N. Shwartz, J. Zumbch, T. Seufert & L. Kester (Eds.), Beyond knowledge (pp. 93-101). New York: Springer.

Kramarski, B. (2008).

Promoting teachers' algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3 (2), 83-99. 

Kramarski, B., & Zoldan, S. (2008).

Using errors as springboards for enhancing mathematical reasoning with three metacognitive approaches. Journal of Educational Research, 102 (2), 137-151. 

Mevarech, Z. R. & Amrany, C. (2008)

Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement. Metacognition and Learning, 3 (2),147-157

Shamir, A., Zion, M. & ,Spektor-Levi, O. (2008).

Peer tutoring, metacognitive processes an multimedia problem-based learning: The effect of mediation training on critical thinking. Journal of Science Education and Technology, 17, 384-398.

Kramarski, B., & Mizrachi, N. (2006).

Online interactions in mathematical classroom. Educational Media International, 43(1), 43-50.

Zion, M., Michalsky, T., & Mevarech, Z. R. (2005).

The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27 (8), 957-983.

Kramarski, B., & Mevarech, Z. R. (2004).

Ways for new models in mathematics education: Effects of meta-cognitive training and cooperative learning on mathematics communication. In J. Wang & B. Xu (Eds.), Trends and challenges in mathematics education (pp. 15-25). Shanghai: East China Normal University Press.

Kramarski, B., & Hirsch, C. (2003).

Effects of computer algebra system with metacognitive training on mathematical reasoning. Educational Media International, 40(3/4), 249-259.

Mevarech, Z. R., & Kramarski, B. (2003).

The effects of metacognitive training versus worked-out examples on students' mathematical reasoning. British Journal of Educational Psychology, 73 (4), 449-471.

Alfassi, M. (2002).

Communities of learners and thinkers: The effects of fostering writing competence in a metacognitive environment. Journal of Cognitive Education and Psychology, 2 (2), 119-136.

Kramarski, B., & Ritkof, R. (2002).

The effects of metacognition and email conversation on learning graphing. Journal of Computer Assisted Learning, 18, 33-43.

Kramarski, B., Mevarech, Z.R., & Arami, M. (2002).

The effects of meta-cognitive training on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225-250.

Kramarski, B., Mevarech, Z.R., & Liberman, A. (2001).

Effects of multilevel versus unilevel metacognitive training on mathematical reasoning. Journal of Educational Research, 94 (5), 292-300.

Mevarech, Z. R. (1999).

Effects of metacognitive training embedded in cooperative settings on mathematical problem solving. The Journal of Educational Research, 92 (4), 195-205.

Kramarski, B., & Mevarech, Z. R. (1997)

Cognitive-metacognitive training within a problem-solving based Logo environments. British Journal of Educational Psychology, 67, 425-445.

Mevarech, Z. R. (1995).

Meta-cognition, general ability, and mathematical understanding in young children. Early Education and Development, 6, 155-168.