Ahmadi, M. H. (2000). The impact of cooperative learning in teaching mathematics. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 10(3), 225–240. https://doi.org/10.1080/10511970008965961

Alzahrani, K. S. (2017). Metacognition and cooperative learning in the mathematics classroom. International Electronic Journal of Mathematics Education, 12(5), 475–491.

Anderson, J. R., Betts, S., Ferris, J. L., & Fincham, J. M. (2011). Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns. Cogn Affect Behav Neurosci, 11, 52–67. https://doi.org/10.3758/s13415-010-0011-0

Artzt, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9(2), 137–175. https://doi.org/10.1207/s1532690xci0902

Aziz, T. A. (2016). The effect of metacognitive instructional method on eleventh grade students’ metacognitive skill and mathematical procedural and conceptual knowledge. Middle East Technical University (METU).

Bayat, S., & Tarmizi, R. A. (2010). Assessing cognitive and metacognitive strategies during algebra problem solving among university students. Procedia Social and Behavioral Sciences, 8, 403–410. https://doi.org/10.1016/j.sbspro.2010.12.056

Berry, J., & Nyman, M. A. (2002). Small-group assessment methods in mathematics. International Journal of Mathematical Education in Science and Technology, 33(5), 641–649. https://doi.org/10.108 /00207390210144 4

Cobo, P., & Fortuny, J. M. (2000). Social interactions and cognitive effects in contexts of area-comparison problem solving. Educational Studies in Mathematics, 42, 115–140.

Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49(2), 193–223. https://doi.org/10.1023/a:1016209010120

Kazemia, F., Fadaeeb, M. R., & Bayat, S. (2010). A subtle view to metacognitive aspect of mathematical problems solving. Procedia Social and Behavioral Sciences, 8, 420–426. https://doi.org/10.1016/j.sbspro.2010.12.058

Mevarech, Z., & Kramarski, B. (2014). Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies. Paris: OECD Publishing. https://doi.org/http://dx.doi.org/10.1787/9789264223561-en

NCTM. (2000). Principles and standards for school mathematics (Vol. 1). Reston, VA: National Council of Teachers of Mathematics.

Patton, B. R., Giffin, K., & Patton, E. N. (1989). Decision-making: Group interaction (3rd ed.). New York: Harper& Row.

Peklaj, C., & Vodopivec, B. (1999). Effects of cooperative versus individualistic learning on cognitive, affective, metacognitive and social processes in students. European Journal of Psychology of Education, 14(3), 359–373.

Schoor, C., Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist, 50(2), 97–119. https://doi.org/10.1080/00461520.2015.1038540

Schraw, G. (1998). Promoting general metacogntive awareness. Instructional Science, 26, 113–125. https://doi.org/10.1023/A:1003044231033

Tarim, K. (2009). The effects of cooperative learning on preschoolers’ mathematics problem-solving ability. Educ Stud Math, 72, 325–340. https://doi.org/10.1007/s10649-009-9197-x

Wang, Y., & Chiew, V. (2010). On the cognitive process of human problem solving. Cognitive Systems Research, 11, 81–92. https://doi.org/10.1016/j.cogsys.2008.08.003

Zakaria, E., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics. Journal of Social Sciences, 6(2), 272–275.