Impact of writing about mathematics in a humanistic context on mathematical self-concept: A twelfth-grade pilot study
As one’s learning results from a complex interplay among his/her cognitive metacognitive and affective domains, the last of which determines the global context where cognition takes place monitored and controlled by metacognition, the learning outcomes may primarily be interpreted in affective terms...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2004-01-01
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| Series: | Zbornik: Institut za Pedagoška Istraživanja |
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| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2004/0579-64310436122K.pdf |