Darstellungen und Vorstellungen und ihre Bedeutung für eine wirksame Metakognition beim Problemlösen und Begründen

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dc.contributor.author, Johann
dc.date.accessioned2024-09-04T09:47:23Z
dc.date.available2024-09-04T09:47:23Z
dc.date.issued2016-12-01
dc.description.abstractMetacognition has one of the highest effect sizes concerning successful learning. However metacognitive activities during task solving and problem solving are not directly obvious. But they can appear by writing someone's thoughts down. The following analysis, which focusses on the level of argumentation as well as on the way of derivation, shows that the quality of representation is an essential condition for the possibility of metacognition.de
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 14 No. 2 (2016) , 195-220
dc.identifier.doihttps://doi.org/10.5485/TMCS.2016.0423
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue2
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/379804
dc.identifier.volume14
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/14994
dc.rights.accessOpen Access
dc.rights.ownerJohann Sjuts
dc.subjectmetacognitionde
dc.subjectexternal and internal representationsde
dc.subjectcompetenciesde
dc.subjecteducational standardsde
dc.subjectproblem solvingde
dc.subjectargumentationde
dc.titleDarstellungen und Vorstellungen und ihre Bedeutung für eine wirksame Metakognition beim Problemlösen und Begründenen
dc.typefolyóiratcikkhu
dc.typearticleen
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Teaching Mathematics and Computer Science (DE-journals)