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Self-reporting of confusion is often seen as a quite unreliable way to measure this cognitive affective state. Testing the link between metacognition and confusion detection, in this study we have investigated two prospective interve nti ons to improve sel f-reporting of confusion along with improving students metacognitive monitoring. Prospective implications for confusion research, research on metacognition and mathematics education are discussed.
|Title of host publication||12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings|
|Editors||Chee-Kit Looi, Joseph Polman, Ulrike Cress, Peter Reimann|
|Place of Publication||Singapore|
|Publisher||International Society of the Learning Sciences (ISLS)|
|Number of pages||2|
|Publication status||Published - 2016|
|Event||12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore|
Duration: 20 Jun 2016 → 24 Jun 2016
|Other||12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016|
|Period||20/06/16 → 24/06/16|
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