[1] A. Bandura, Self Efficacy, The Exercise of Control, Freeman and Company, N.Y., 1997.
[2] A. Bandura, Social cognitive theory: an agentic perspective, Annual Review of Psychology52(2001), 1-26.
[3] F. Pajares, Self-efficacy During Childhood and Adolescence: Self-efficacy Beliefs of Adolescents, Information Age Publishing 2005, pp. 339-367.
[4] B. J. Zimmerman, Attaining Self-regulation: A Social Cognitive Perspective, M. Boekaerts, P. R. Pintrich and M. Zeidner, eds., Handbook of Self-regulation, CA: Academic Press, San Giego, Chapt. 2, 2000, pp. 13-41.
[5] A. Bandura, Evolution of Social Cognitive Theory, K. G. Smith and M. A. Hitt, eds., Great Minds in Management, Oxford Univ. Press, Oxford, 2005, pp. 9-35.
[6] D. H. Schunk and B. Zimmerman, Competence and Control Beliefs: Distinguishing the Means and Ends, P. A. Alexander and P. H. Winne, eds., Handbook of Educational Psychology, Lawrence Erlbaum Associates, Inc. Mahwah, NJ, 2006, pp. 349-367.
[7] J. H. Flavell, Metacognition and cognitive monitoring: a new area of cognitive development inquiry, American Psychologist 34 (1979), 906-911.
[8] D. H. Meichenbaum and J. Asarnow, Cognitive - Behavioral Modification and Metacognitive Development: Implications for the Classroom, P. C. Kendall and S. D. Hollon eds., Cognitive - Behavioral Interventions: Theory, Research, and Procedures, N. Y. Academic, 1979, pp. 11-35.
[9] B. J. Zimmerman, S. Bonner and R. Kovach, Developing Self-regulated Learners, American Psychological Association, Washington D. C., 1996.
[10] D. Perkins and R. Swartz, The nine basics of teaching thinking, A. L. Costa, J. L. Bellanca and R. Fogarty, eds., If Minds Matter: a Foreword to the Future, 2, IRI. Skylight. Inc. Palatine IL, 1992.
[11] D. Schunk and B. Zimmerman, eds., Motivation and Self-regulated Learning: Theory, Research, and Applications, Routledge Publications, N.Y., 2007.
[12] M. Birenbaum and F. Dochy, Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge, Kluwer Academic Publishers, Boston, 1995.
[13] L. A. Fast, J. L. Lewis, M. J. Bryant, K. A. Bocian and R. A. Cardullo, Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology 102 (2010), 729-740.
[14] N. E. Perry, L. Phillips and L. R. Hutchinson, Preparing student teachers to support for self-regulated learning, Elementary School Journal 106 (2006), 237-254.
[15] P. R. Pintrich and D. H. Schunk, Motivation in Education: Theory, Research, and Applications, Merrill-Prentice Hall, Upper Saddle River, N.J., 2002.
[16] C. S. Dweck and A. Master, Self-theories Motivate Self-regulated Learning, D. H. Schunk and B. J. Zimmerman, eds., Motivation and Self-regulated Learning: Theory, Research, and Application, Routledge, New York, NY, 2008, pp. 31-51.
[17] M. H. Dembo and M. J. Eaton, Self regulation of academic learning in middle-level schools, The Elementary School Journal 100 (2000), 473-490.
[18] M. L. Sanz and M. T. Sanz, How creative potential is related to meta-cognition, European Journal of Education and Psychology 6(2) (2013), 69-81.
[19] A. Shriki, A model for assessing the development of students’ creativity in the context of problem posing, Creative Education 4(7) (2013), 430-439. http://www.scirp.org/journal/ce; http://dx.doi.org/10.4236/ce.2013.47062
[20] B. Sriraman, The characteristics of mathematical creativity, ZDM 41 (2009), 13-27.
[21] R. J. Sternberg, ed., Handbook of Creativity, Cambridge University Press, UK, USA, 3, 2004, p. 450.
[22] R. Leikin, Exploring Mathematical Creativity using Multiple Solution Tasks, R. Leikin, A. Berman and B. Koichu, eds., Creativity in Mathematics and the Education of Gifted Students, Sense Publishers, Rotterdam, 2009, pp. 129-135, DOI: 10.1007/s10857-012-9229-9.
[23] B. Pepin, ‘Negativity’ and learner identity: classroom tasks, the ‘minus sign’ and classroom environments in English, French and German classrooms, J. Mass and W. Schloeglman, eds., Beliefs and Attitudes in Mathematics Education New Research Results, Sense Publishers, Rotterdam, 2009, pp. 179-196.
[24] D. Jung, Transformational and transactional leadership and their effects on creativity in groups, Creativity Research Journal 13(2) (2001), 185-195.
[25] E. G. Guba and Y. S. Lincoln, Effective Evaluation, Jossy-Bass, San Francisco, California, 1981.
[26] R. E. Stake, Qualitative Research, Studying How Things Work, The Guilford Press N.Y., London, 2010.
[27] H. S. M. Coxeter, Introduction to Geometry, John Wiley & Sons, NY, 1961.
[28] G. Polya, Mathematical Discovery, John Wiley & Sons, NY, 1981.
[29] D. Wells, You are a Mathematician, John Wiley & Sons, NY, 1997.
[30] Y. Nishiyama, The beautiful geometric theorem of MET Van Aubel, Int. J. Pure Appl. Math. 66(1) (2011), 71-80.
[31] K. Charmaz, Constructing Grounded Theory, Thousand Oaks, London, Sage Publications, 2nd ed., 2014.
[32] Sh. L. Britner and F. Pajares, Sources of science self-efficacy beliefs of middle school students, Journal of Research in Science Teaching 43(5) (2006), 485-499.
[33] S. Katz, Effect of reflection on appraisal of self-efficacy in regulating audience awareness in writing activities, Tel-Aviv University, Tel-Aviv, 2001.
[34] J. K. Corkett, B. E. Hattand T. Benevides, Student and teacher self-efficacy and the connection to reading and writing, Canadian Journal of Education 34(1) (2011), 65-98.
[35] T. Kurtzberg and T. Amabile, From Guilford to creative synergy: opening the black box of team-level creativity, Creativity Research Journal 13(3-4) (2001), 285-294.
[36] Y. Sharma, The effects of strategy and mathematics anxiety on mathematical creativity of school students, Mathematics Education 9(1) (2014), 25-37.
[37] R. J. Sternberg and W. M. Williams, Teaching for Creativity: Two dozen Tips, The Center for Development and Learning, 2003. www.cdl.org/articles/Teaching-for-creativity-two-dozen-tips/
[38] E. Levenson, Exploring collective mathematical creativity in elementary school, Journal of Creative Behavior 45(3) (2011), 215-234.
[39] M. Stupel and D. Ben-Chaim, One problem, multiple solutions: how multiple proofs can connect several areas of mathematics, Far East Journal of Mathematical Education 11(2) (2013), 129-161.
[40] NCTM, Principles and Standards for School Mathematics, Reston, VA, Author, 2000.
[41] D. Johnson, Developing creativity in every learner, Library Media Connection, 2012. www.doug-johnson.com.
[42] E. L. Mann, Creativity: the essence of mathematics, Journal for the Education of the Gifted 30(2) (2006), 236-260.
[43] S. Rowlands, Disciplinary boundaries for creativity, Creative Education 2 (2011), 47-55, DOI: 10.4236/ce.2011.21007.
[44] M. A. Runco and S. Acar, Divergent thinking as an indicator of creative potential, Creativity Research Journal 24(1) (2012), 66-75.
[45] E. A. Silver, V. M. Mesa, K. A. Morris, J. R. Star and B. M. Benken, Teaching mathematics for understanding; an analysis of lessons submitted by teachers seeking NBPTS certification, American Educational Research Journal 46(2) (2009), 501-531. |