Bracha Kramarski
Cited by
Cited by
Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training
B Kramarski, ZR Mevarech
American educational research journal 40 (1), 281-310, 2003
IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms
ZR Mevarech, B Kramarski
American educational research journal 34 (2), 365-394, 1997
The effects of metacognitive instruction on solving mathematical authentic tasks
B Kramarski, ZR Mevarech, M Arami
Educational studies in mathematics 49, 225-250, 2002
How can self‐regulated learning be supported in mathematical E‐learning environments?
B Kramarski, M Gutman
Journal of Computer Assisted Learning 22 (1), 24-33, 2006
Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge
B Kramarski, T Michalsky
Learning and instruction 20 (5), 434-447, 2010
Investigating preservice teachers' professional growth in self-regulated learning environments.
B Kramarski, T Michalsky
Journal of educational psychology 101 (1), 161, 2009
The effects of metacognitive training versus worked‐out examples on students' mathematical reasoning
ZR Mevarech, B Kramarski
British Journal of Educational Psychology 73 (4), 449-471, 2003
Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy
B Kramarski, N Mizrachi
The Journal of Educational Research 99 (4), 218-231, 2006
Effects of multilevel versus unilevel metacognitive training on mathematical reasoning
B Kramarski, ZR Mevarech, A Lieberman
The Journal of Educational Research 94 (5), 292-300, 2001
Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?
B Kramarski
Learning and Instruction 14 (6), 593-619, 2004
Critical maths for innovative societies: The role of metacognitive pedagogies
Z Mevarech, B Kramarski
(No Title), 2014
Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts
B Kramarski, Z Kohen
Metacognition and learning 12, 157-191, 2017
Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning
B Kramarski, O Zeichner
Educational Media International 38 (2-3), 77-82, 2001
Metacognition, motivation and emotions: Contribution of self-regulated learning to solving mathematical problems
M Tzohar-Rozen, B Kramarski
Global Education Review 1 (4), 2014
Examining the correspondence between self-regulated learning and academic achievement: A case study analysis
TJ Cleary, P Platten
Education Research International 2013, 2013
Internet in the classroom: Effects on reading comprehension, motivation and metacognitive awareness
B Kramarski, Y Feldman
Educational Media International 37 (3), 149-155, 2000
Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance
B Kramarski
Metacognition and Learning 3, 83-99, 2008
Teachers as agents in promoting students’ SRL and performance: Applications for teachers’ dual-role training program
B Kramarski
Handbook of self-regulation of learning and performance, 223-239, 2017
How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety?
B Kramarski, I Weisse, I Kololshi-Minsker
ZDM 42, 179-193, 2010
The challenge of self-regulated learning in mathematics teachers' professional training
B Kramarski, T Revach
Educational studies in mathematics 72, 379-399, 2009
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