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CONTENIDO: Capítulo 1. La educación matemática y la capacidad de resolver problemas en sociedades innovadoras Capítulo 2. ¿Qué es la metacognición? Capítulo 3. Pedagogías metacognitivas Capítulo 4. Pedagogías metacognitivas en la educación matemática Capítulo 5. Los efectos de la enseñanza metacognitiva en el desempeño Capítulo 6. Los efectos de las pedagogías metacognitivas en las capacidades sociales y emocionales Capítulo 7. Combinar la tecnología y los procesos metacognitivos para promover el aprendizaje Capítulo 8. Programas metacognitivos para la capacitación de los docentes Capítulo 9. Programas metacognitivos para la capacitación de los docentes Capítulo 10. Reflexión: resumen y conclusión.

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Introduction I. Main features of the boom -Demand and output -Employment and labour market -Prices and wages II. The BLEU balance of payments III. Economic policies in Belgium -Budget policy -Monetary developments -The November stabilization programme -Policies in respect of prices and the TVA IV. Current trends and prospects in the Belgian economy V. Trends, policies and prospects in the Luxemburg economy VI. Policy conclusions Annex 1 Chronology of main economic policy measures Statistical Annex.

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Recent trends, economic policy and short-term prospects in Luxembourg Statistical Annex.

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Every three years, the Programme for International Student Assessment, better known as PISA, evaluates 15 year-old students around the world to determine how well their education system has prepared them for life after compulsory schooling. Once the results are published, the media rush to compare their countries’ positions in the international league tables. Government policy makers, journalists and academic researchers mine the report to find out how successful education systems elicit the best performance from their students while making access to high-quality education more equitable. But sometimes the key messages don’t make it back to the teachers who are preparing their country’s students every day. Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them aims to change that. This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them reflect on their teaching strategies and how students learn.

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The OECD produces highly sought-after annual reviews of Member countries' economies and selected non-member countries. Approximately eighteen surveys are issued during a calendar year. Each issue provides a solid analysis of developments in the subject country, special reports on topics of current interest, and extensive statistical information. OECD Economic Surveys are reference tools for governments, businesses, academics and NGOs. The format and basic content of all Economic Surveys are the same.

Economics --- Study and teaching.