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The article discusses achievement goal theory and its relevance to student motivation and mathematics achievement. It explains that students can have different types of goals, such as mastery goals (intrinsic motivation to learn and understand) and performance goals (wanting to outperform others or avoid looking bad). The article emphasizes that students with mastery goals tend to do better in school and become lifelong learners, while those with performance goals may achieve at lower levels. It also highlights the influence of teachers' goal orientations on students' goal orientations and suggests that teachers who promote a mastery-goal orientation can positively impact their students' achievement. [Extracted from the article]

Acquiring metacognitive skills improves student --1 achievement in mathematics and builds students' self- for 10 pads regulation skills, which transfer to other areas of their learning. While clearly Early Childhood Today, 2000). important in problem solving, we also see metacognition involved in choosing the appropriate "tool" from the student's References mathematical toolkit. This would make sure the two lines are perpendicular and that my line Metacognition is very important in problem solving. satisfies both conditions in the problem. especially for open problems or student-generated hypotheses. [Extracted from the article]

Then students began school with positive feelings about additional detail is progressively provided, either by the mathematics and about themselves as learners of teacher or by students, and the same two questions mathematics. Rather than being the primary questioner, the teacher moves to a secondary role, utilizing questions in The new social-emotional strand in elementary response to student statements (Gillies et al., 2012), and employing probing questions to move the student discussion mathematics has six expectations: forward (Hufford-Accles et al., 2004). In mathematics classrooms, respectful and a step-by-step approach to building students' communication skills in math classrooms. productive math talk is critical for classrooms that employ 10 A MARCH 2021 A OAME/AOEM GAZETTE Say Something! Student groups, and that expect students to justify, explain A THE NEW SOCIAL their thinking, and consider alternative solutions posed by others. [Extracted from the article]