How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student…

This paper reports the findings of a quasi-experiment that aims to investigate the role of metacognitive teaching-learning (MTL) and mathematical prior knowledge (MPK) on students' mathematical logical thinking ability (MLTA) and self-regulated learning (SRL). The subject of the study was 70 tenth-grade students inSumedang, Indonesia. One…