Preface
Chapter 1. Metacognition in mathematics: Critical issues on nature, theory, assessment and treatment; pp, 1-10
(Desoete & Veenman)
Chapter 2. Worked-out examples in mathematics: Effects on performance and metacognitive experiences; pp, 11-33
(Efklides, Kiorpelidou, & Kiosseglou)
Chapter 3. The Role of Intellectual and Metacognitive Skills in Math Problem Solving; pp, 35-50
(Veenman)
Chapter 4. Goal-setting, planning and control strategies and arithmetical problem solving at grade 5; pp, 51-71
(Focant, Grégoire, & Desoete)
Chapter 5. Mathematical Modeling and Meta-cognitive Instruction; pp, 73-81
(Mevarech, Tabuk, & Sinai)
Chapter 6. Beliefs and metacognition: An analysis of junior-high students’ mathematics-related beliefs; pp, 83-101
(Op ‘t Eynde, De Corte, & Verschaffel)
Chapter 7. The relationship of metacognitive knowledge, skills and beliefs in children with and without mathematics learning disabilities; pp, 103-133
(Lucangeli & Cabrele)
Chapter 8. Are mathematical learning disabilities a special kind of metacognitive disabilities?; pp, 135-156
(Desoete)
Chapter 9. The Role of the Metacognitive Beliefs System in Learning Disabilities in Mathematics. Implications for Intervention; pp, 157-175
(Miranda, Garcia, Marco & Rosel)
Chapter 10. Teaching metacognitive skills to students with mathematical disabilities; pp, 177-190
( Van Luit & Kroesbergen)
Index