Abstract
When students work on mathematics problems, they select strategies, adapt them in response to feedback, allot time and make many other decisions to optimize their performance (Schoenfeld, 1985). These metacognitive control decisions involve strategic planning, self-monitoring and intentionally adapting problem solving paths to achieve a specific goal (Schoenfeld, 1985).
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Chiu, M.M., Jones, K.A., Jones, J.L. (2013). Building on Schoenfeld’s Studies of Metacognitive Control Towards Social Metacognitive Control. In: Li, Y., Moschkovich, J.N. (eds) Proficiency and Beliefs in Learning and Teaching Mathematics. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-299-0_6
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DOI: https://doi.org/10.1007/978-94-6209-299-0_6
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