mathematical learning

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

Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and meta-cognitive training. American Educational Research Journal, 40 (1), 281-310.

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

Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and meta-cognitive training. American Educational Research Journal, 40 (1), 281-310.

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

Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and meta-cognitive training. American Educational Research Journal, 40 (1), 281-310.

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

Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and meta-cognitive training. American Educational Research Journal, 40 (1), 281-310.

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.

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.

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.

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.

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., & 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., & 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., & 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.

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.

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.

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., Snir, N., & Movshovitz-Hadar, N. (1991).

Is more always better: The separate and combined effects of a computer and video-program on mathematics learning. The British Journal of Educational Psychology, 62, 106-116.

Mevarech, Z. R., Snir, N., & Movshovitz-Hadar, N. (1991).

Is more always better: The separate and combined effects of a computer and video-program on mathematics learning. The British Journal of Educational Psychology, 62, 106-116.

Mevarech, Z. R. (1991).

Learning mathematics in different mastery environments. Journal of Educational Research, 84, 225-231.

Mevarech, Z. R. (1991).

Learning mathematics in different mastery environments. Journal of Educational Research, 84, 225-231.