메뉴 건너뛰기




Volumn 31, Issue 6, 2003, Pages 419-449

Middle school children's strategic behavior: Classification and relation to academic achievement and mathematical problem solving

Author keywords

Achievement; Mathematics; Problem solving (mathematics); Self regulated learning; Strategic behavior

Indexed keywords


EID: 0346493231     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1025710707285     Document Type: Article
Times cited : (50)

References (30)
  • 1
    • 0346113934 scopus 로고    scopus 로고
    • Developing problem-solving behaviors by assessing communication in cooperative learning groups
    • P.C. Elliott and M.J. Kenney, eds. Reston, VA: National Council of Teachers of Mathematics
    • Artzt, A.F. (1996). Developing problem-solving behaviors by assessing communication in cooperative learning groups, in P.C. Elliott and M.J. Kenney, eds, Communication in Mathematics, K-12 and Beyond, pp. 116-125. Reston, VA: National Council of Teachers of Mathematics.
    • (1996) Communication in Mathematics, K-12 and Beyond , pp. 116-125
    • Artzt, A.F.1
  • 2
    • 84963182726 scopus 로고
    • Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups
    • Artzt, A.F. & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction 9: 137-175.
    • (1992) Cognition and Instruction , vol.9 , pp. 137-175
    • Artzt, A.F.1    Armour-Thomas, E.2
  • 3
    • 0036018820 scopus 로고    scopus 로고
    • Individualized instruction in self-regulated learning
    • Butler, D. (2002). Individualized instruction in self-regulated learning. Theory Into Practice 41: 81-92.
    • (2002) Theory Into Practice , vol.41 , pp. 81-92
    • Butler, D.1
  • 4
    • 0000982128 scopus 로고    scopus 로고
    • Self-regulation of academic learning in middle-level schools
    • Dembo, M.H. & Eaton, M.J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal 100: 473-490.
    • (2000) The Elementary School Journal , vol.100 , pp. 473-490
    • Dembo, M.H.1    Eaton, M.J.2
  • 5
    • 85070018119 scopus 로고    scopus 로고
    • Children's reasoning processes in classifying and solving computational word problems
    • L.D. English, ed.. Mahwah, NJ: Lawrence Erlbaum
    • English, L.D. (1997). Children's reasoning processes in classifying and solving computational word problems, in L.D. English, ed., Mathematical Reasoning: Analogies, Metaphors, & Images, pp. 191-220. Mahwah, NJ: Lawrence Erlbaum.
    • (1997) Mathematical Reasoning: Analogies, Metaphors, & Images , pp. 191-220
    • English, L.D.1
  • 6
    • 0002946736 scopus 로고
    • Comprehension of arithmetic word problems: Evidence from students' eye fixations
    • Hegarty, M., Mayer, R.E. & Green, C.E. (1992). Comprehension of arithmetic word problems: Evidence from students' eye fixations. Journal of Educational Psychology 84: 76-84.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 76-84
    • Hegarty, M.1    Mayer, R.E.2    Green, C.E.3
  • 7
    • 21844501116 scopus 로고
    • Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers
    • Hegarty, M., Mayer, R. & Monk, C.A. (1995). Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of Educational Psychology 87: 18-32.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 18-32
    • Hegarty, M.1    Mayer, R.2    Monk, C.A.3
  • 8
    • 0000616202 scopus 로고
    • Students' miscomprehension of relational statements in arithmetic word problems
    • Lewis, A.B. & Mayer, R.E. (1987). Students' miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology 79: 363-371.
    • (1987) Journal of Educational Psychology , vol.79 , pp. 363-371
    • Lewis, A.B.1    Mayer, R.E.2
  • 9
    • 0009960608 scopus 로고
    • Mathematical Problem Solving: Thinking as based on domain-specific Knowledge
    • R.E. Mayer, ed.. New York: Freeman
    • Mayer, R.E. (1992). Mathematical Problem Solving: Thinking as based on domain-specific Knowledge, in R.E. Mayer, ed., Thinking, Problem Solving, and Cognition, pp. 455-489. New York: Freeman.
    • (1992) Thinking, Problem Solving, and Cognition , pp. 455-489
    • Mayer, R.E.1
  • 10
    • 84937293871 scopus 로고
    • Students' help seeking during problem solving: Effects of grade, goal, and prior achievement
    • Newman, R.S. & Schwager, M.T. (1995). Students' help seeking during problem solving: Effects of grade, goal, and prior achievement. American Educational Research Journal 32: 352-376.
    • (1995) American Educational Research Journal , vol.32 , pp. 352-376
    • Newman, R.S.1    Schwager, M.T.2
  • 12
    • 0038008536 scopus 로고    scopus 로고
    • Compare word problems: Consistency hypothesis revisited
    • in press
    • Pape, S.J. (in press). Compare word problems: Consistency hypothesis revisited. Contemporary Educational Psychology.
    • Contemporary Educational Psychology
    • Pape, S.J.1
  • 13
    • 0346113933 scopus 로고    scopus 로고
    • Developing self-regulation in the middle school mathematics classroom
    • April. S. Horner (Chair), Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA
    • Pape, S.J., Bell, C.V. & Yetkin, Y.E. (2002, April). Developing self-regulation in the middle school mathematics classroom, in S. Horner (Chair), The Value of Developing Self-regulatory Practices across Academic Domains and Educational Levels. Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA.
    • (2002) The Value of Developing Self-regulatory Practices across Academic Domains and Educational Levels
    • Pape, S.J.1    Bell, C.V.2    Yetkin, Y.E.3
  • 14
    • 0002720721 scopus 로고
    • Motivational and self-regulated learning components of classroom academic performance
    • Pintrich, P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82: 33-40.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 33-40
    • Pintrich, P.R.1    De Groot, E.V.2
  • 15
    • 21344478010 scopus 로고
    • Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ)
    • Pintrich, P.R., Smith, D.A., Garcia, T. & McKeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement 53: 801-813.
    • (1993) Educational and Psychological Measurement , vol.53 , pp. 801-813
    • Pintrich, P.R.1    Smith, D.A.2    Garcia, T.3    McKeachie, W.4
  • 17
    • 0030372523 scopus 로고    scopus 로고
    • Cultural differences in the use of strategies for self-regulated learning
    • Purdie, N. & Hattie, J. (1996). Cultural differences in the use of strategies for self-regulated learning. American Educational Research Journal 33: 845-871.
    • (1996) American Educational Research Journal , vol.33 , pp. 845-871
    • Purdie, N.1    Hattie, J.2
  • 18
    • 0030551733 scopus 로고    scopus 로고
    • Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison
    • Purdie, N., Hattie, J. & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology 88: 87-100.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 87-100
    • Purdie, N.1    Hattie, J.2    Douglas, G.3
  • 19
    • 84963156487 scopus 로고
    • Developmental analysis of understanding language about quantities and of solving problems
    • Riley, M.S. & Greeno, J.G. (1988). Developmental analysis of understanding language about quantities and of solving problems. Cognition and Instruction 5: 49-101.
    • (1988) Cognition and Instruction , vol.5 , pp. 49-101
    • Riley, M.S.1    Greeno, J.G.2
  • 21
    • 85068071049 scopus 로고
    • What's all the fuss about metacognition?
    • A. Schoenfeld, ed.. Hillsdale, NJ: Lawrence Erlbaum
    • Schoenfeld, A. (1987). What's all the fuss about metacognition? in A. Schoenfeld, ed., Cognitive Science and Mathematics Education, pp. 189-215. Hillsdale, NJ: Lawrence Erlbaum.
    • (1987) Cognitive Science and Mathematics Education , pp. 189-215
    • Schoenfeld, A.1
  • 22
    • 0002242225 scopus 로고
    • Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics
    • D.A. Grouws, ed.. New York: Macmillan
    • Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics, in D.A. Grouws, ed., Handbook of Research on Mathematics Teaching and Learning, pp. 334-370. New York: Macmillan.
    • (1992) Handbook of Research on Mathematics Teaching and Learning , pp. 334-370
    • Schoenfeld, A.H.1
  • 24
    • 85148395130 scopus 로고
    • Dimensions of academic self-regulation: A conceptual framework for education
    • D.H. Schunk & B.J. Zimmerman, eds. Hillsdale, NJ: Lawrence Erlbaum
    • Zimmerman, B.J. (1994). Dimensions of academic self-regulation: A conceptual framework for education, in D.H. Schunk & B.J. Zimmerman, eds, Self-regulation of Learning and Performance: Issues and Educational Applications, pp. 3-21. Hillsdale, NJ: Lawrence Erlbaum.
    • (1994) Self-regulation of Learning and Performance: Issues and Educational Applications , pp. 3-21
    • Zimmerman, B.J.1
  • 25
    • 0002626467 scopus 로고    scopus 로고
    • Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models
    • D.H. Schunk & B.J. Zimmerman, eds. New York: Guilford
    • Zimmerman, B.J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models, in D.H. Schunk & B.J. Zimmerman, eds, Self-regulated Learning: From Teaching to Self-reflective Practice, pp. 1-19. New York: Guilford.
    • (1998) Self-regulated Learning: From Teaching to Self-reflective Practice , pp. 1-19
    • Zimmerman, B.J.1
  • 26
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: A social cognitive perspective
    • M. Boekaerts, P.R. Pintrich & M. Zeidner, eds. San Diego, CA: Academic Press
    • Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective, in M. Boekaerts, P.R. Pintrich & M. Zeidner, eds, Handbook of Self-regulation, pp. 13-39. San Diego, CA: Academic Press.
    • (2000) Handbook of Self-regulation , pp. 13-39
    • Zimmerman, B.J.1
  • 27
    • 0001421352 scopus 로고
    • Development of a structured interview for assessing student use of self-regulated learning strategies
    • Zimmerman, B.J. & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal 23: 614-628.
    • (1986) American Educational Research Journal , vol.23 , pp. 614-628
    • Zimmerman, B.J.1    Martinez-Pons, M.2
  • 28
    • 0000623647 scopus 로고
    • Construct validation of a strategy model of student self-regulated learning
    • Zimmerman, B.J. & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology 80: 284-290.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 284-290
    • Zimmerman, B.J.1    Martinez-Pons, M.2
  • 29
    • 0002204168 scopus 로고
    • Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use
    • Zimmerman, B.J. & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology 82: 51-59.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 51-59
    • Zimmerman, B.J.1    Martinez-Pons, M.2
  • 30
    • 0001694584 scopus 로고    scopus 로고
    • Self-regulatory dimensions of academic learning and motivation
    • G.D. Phye, ed., San Diego, CA: Academic Press
    • Zimmerman, B.J. & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation, in G.D. Phye, ed., Handbook of Academic Learning: Construction of Knowledge, pp. 105-125, San Diego, CA: Academic Press.
    • (1997) Handbook of Academic Learning: Construction of Knowledge , pp. 105-125
    • Zimmerman, B.J.1    Risemberg, R.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.