dc.contributor.author | García Fernández, Trinidad | |
dc.contributor.author | Rodríguez Pérez, Celestino | |
dc.contributor.author | González Castro, María Paloma | |
dc.contributor.author | González-Pienda García, Julio Antonio | |
dc.contributor.author | Torrance, M. | |
dc.date.accessioned | 2015-10-02T07:15:08Z | |
dc.date.available | 2015-10-02T07:15:08Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Metacognition and Learning, 11(2), p. 139–170 (2015); doi:10.1007/s11409-015-9139-1 | |
dc.identifier.issn | 1556-1623 | |
dc.identifier.uri | http://hdl.handle.net/10651/33399 | |
dc.language.iso | eng | |
dc.relation.ispartof | Metacognition and Learning | |
dc.rights | ©, | |
dc.source | Scopus | |
dc.source.uri | http://www.scopus.com/inward/record.url?eid=2-s2.0-84929093833&partnerID=40&md5=d7f256d7c65d7f8959c0fa7e627d816d | |
dc.title | Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks | |
dc.type | journal article | |
dc.identifier.doi | 10.1007/s11409-015-9139-1 | |
dc.relation.publisherversion | http://dx.doi.org/10.1007/s11409-015-9139-1 | |