HAL (France)
open access
A Grounded Theory-Based Metacognitive Problem-Solving Experiences: Its Relationship to Mathematics Performance of College Freshmen Students
Learning requires processes such as planning, application, regulation, and reflection, which are facets of metacognition. Studies have shown that metacognition is associated with problem-solving skills. These findings open the need to identify specific metacognitive problem-solving experiences (MPSE
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Metacognitive Inquiry via Reflective Tasking Methodology#90180
- ChatGPT, metacognitive processes and syntactic complexity : an overview of LLMs usage and its impact on writing in the EFL classroom#672488
- PSYCHOLOGICAL MECHANISMS FOR DEVELOPING STUDENTS' METAREFLEXIVE THINKING#124198
- METACOGNITIVE SKILLS IN CHILDREN AGED 6-7: FUNCTIONAL CHARACTERISTICS, DEVELOPMENTAL STAGES, AND THE ROLE OF PLAY-BASED ACTIVITY#440196
- Investigating task design aspects that stimulate curiosity, creativity, and reflection among grade six learners in an after-school mathematics club#278033
Record · ID 1038859
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive