Abstract
This special issue includes contributions discussing the assessment and training of metacognition that appear promising for the purpose of positively influencing the learning process of students’ learning of mathematics. More specifically, contributors explore, illustrate and scrutinize available research evidence for its relevance and effectiveness in the specific curricular field of mathematics education. After an introduction and discussion of the individual input, we explore the scientific progress in the area of the theoretical framework and conceptualizations of metacognition, the relationships between metacognition and mathematics performance, the various effects upon ability levels, the measures to assess metacognition, and the interventions that aim to improve mathematics performance. This special issue ends with a reflection on practical suggestions for mathematics education.
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