Stepping Stones: Adopting a Fading Programme Design to Promote Teachers’ Use of Metacognitive Strategies for Mathematical Problem Solving

Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that t...

詳細記述

書誌詳細

出版年:	Education Sciences
主要な著者:	Kirstin Mulholland, William Gray, Christopher Counihan, David Nichol
フォーマット:	論文
言語:	英語
出版事項:	MDPI AG 2025-07-01
主題:	teacher professional development metacognition mathematical problem solving worked examples fading
オンライン･アクセス:	https://www.mdpi.com/2227-7102/15/7/892