Metacognitive macroevaluations in mathematical problem solving

摘要: Abstract This paper focuses on the role of evaluation in mathematics 749 elementary school children. The macroevaluative skills and calibration scores high versus low mathematical problem solvers were contrasted as measures metacognition. No relevant differences found for gender. In addition, performances children with learning disabilities could not be explained according to maturational lag hypothesis. Finally, although macrometacognitive seem attractive alternatives time-consuming on-line metacognitive assessment techniques, our data show that a global retrospective macroevaluation is always enough get picture solving young