This paper examines the cognitive and metacognitive challenges inherent in algebra word-problem solving and presents an initial theoretical and empirically driven design framework for simulated learners as pedagogical agents that model, teach, learn, externalize, and explain metacognitive processes embedded in MetaSim.
Metacognition is essential to successful mathematical word-problem solving because it enables students not only to apply knowledge and procedures but also to plan, monitor and evaluate their own actions. The article systematises major theoretical and instructional frameworks related to metacognitive regulation in mathe...
Fostering independent thinking in secondary school English as a Foreign Language (EFL) education requires students to move beyond merely repeating model responses and to analyze information, explore alternatives, make decisions, and articulate their reasoning. Problem-solving tasks provide a practical framework for thi...
Khamidova Irodakhon· International Scientific Uni...· 0 citations
This article aims to analyze, from a theoretical and reflective perspective, the role of metacognition in mathematics teaching-learning processes, exploring its conceptual foundations, strategies, and pedagogical possibilities. It starts from the premise that learning mathematics goes beyond executing algorithms and me...
Mariana Figueira Secafim, M. M. Pontin Darsie· Revista Diálogo Educacional· 0 citations
Teacher learning presents a unique cognitive challenge: educators must simultaneously develop mathematical expertise and pedagogical knowledge for teaching. This study examines how interactive worked examples function as cognitive tools to support this dual learning process. Using a qualitative, exploratory case-study...
Tikva Ovadiya· Journal of Intelligence· 0 citations
Metacognition constitutes a strategic dimension of contemporary learning because it enhances students’ ability to monitor, evaluate, and regulate their own learning processes. This theoretical-reflective essay discusses its role in complex educational contexts, with an emphasis on health education, a field marked by un...
G. Pereira, R. S. D. Giovanazzi, N. G. de Oliveira· Revista Diálogo Educacional· 0 citations
The aim of this study is to examine the metacognitive regulation strategies employed by middle school students while solving open-ended and closed-ended science problems and to identify the similarities and differences in this process. The study is conducted using a multiple-case study design with four eighth-grade stu...
Nilgün Tatar, Mevlüt İdgü· Yuzunci Yil Universitesi Egi...· 0 citations
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