| Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training B Kramarski, ZR Mevarech American educational research journal 40 (1), 281-310, 2003 | 856 | 2003 |
| IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms ZR Mevarech, B Kramarski American educational research journal 34 (2), 365-394, 1997 | 658 | 1997 |
| The effects of metacognitive instruction on solving mathematical authentic tasks B Kramarski, ZR Mevarech, M Arami Educational studies in mathematics 49, 225-250, 2002 | 552 | 2002 |
| How can self‐regulated learning be supported in mathematical E‐learning environments? B Kramarski, M Gutman Journal of Computer Assisted Learning 22 (1), 24-33, 2006 | 431 | 2006 |
| Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge B Kramarski, T Michalsky Learning and instruction 20 (5), 434-447, 2010 | 372 | 2010 |
| Investigating preservice teachers' professional growth in self-regulated learning environments. B Kramarski, T Michalsky Journal of educational psychology 101 (1), 161, 2009 | 345 | 2009 |
| The effects of metacognitive training versus worked‐out examples on students' mathematical reasoning ZR Mevarech, B Kramarski British Journal of Educational Psychology 73 (4), 449-471, 2003 | 260 | 2003 |
| Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy B Kramarski, N Mizrachi The Journal of Educational Research 99 (4), 218-231, 2006 | 257 | 2006 |
| Effects of multilevel versus unilevel metacognitive training on mathematical reasoning B Kramarski, ZR Mevarech, A Lieberman The Journal of Educational Research 94 (5), 292-300, 2001 | 183 | 2001 |
| Critical maths for innovative societies: The role of metacognitive pedagogies Z Mevarech, B Kramarski < bound method Organization. get_name_with_acronym of< Organization …, 2014 | 174 | 2014 |
| Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions? B Kramarski Learning and Instruction 14 (6), 593-619, 2004 | 167 | 2004 |
| Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts B Kramarski, Z Kohen Metacognition and learning 12, 157-191, 2017 | 165 | 2017 |
| Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning B Kramarski, O Zeichner Educational Media International 38 (2-3), 77-82, 2001 | 151 | 2001 |
| Metacognition, motivation and emotions: Contribution of self-regulated learning to solving mathematical problems M Tzohar-Rozen, B Kramarski Global Education Review 1 (4), 2014 | 143 | 2014 |
| Examining the correspondence between self‐regulated learning and academic achievement: A case study analysis TJ Cleary, P Platten Education Research International 2013 (1), 272560, 2013 | 131 | 2013 |
| Internet in the classroom: Effects on reading comprehension, motivation and metacognitive awareness B Kramarski, Y Feldman Educational Media International 37 (3), 149-155, 2000 | 124 | 2000 |
| Teachers as agents in promoting students’ SRL and performance: Applications for teachers’ dual-role training program B Kramarski Handbook of self-regulation of learning and performance, 223-239, 2017 | 115 | 2017 |
| Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance B Kramarski Metacognition and Learning 3, 83-99, 2008 | 114 | 2008 |
| The challenge of self-regulated learning in mathematics teachers' professional training B Kramarski, T Revach Educational studies in mathematics 72, 379-399, 2009 | 110 | 2009 |
| How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? B Kramarski, I Weisse, I Kololshi-Minsker ZDM 42, 179-193, 2010 | 106 | 2010 |
