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...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-07-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/7/892 |
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