https:\/\/www.igpme.org\/wp-content\/uploads\/2025\/07\/PME48_GeneralContributions_ISSN_3081-0833.pdf<\/a><\/p>\n\n\n\n2024<\/strong><\/p>\n\n\n\n47<\/strong>th<\/sup><\/strong> Conference of the International Group for the Psychology of Mathematics Education, Auckland, July 17<\/strong>th<\/sup><\/strong> to 21<\/strong>st<\/sup><\/strong> 2024<\/strong><\/p>\n\n\n\nCs\u00edkos, Cs., Bereczki, I., & Bir\u00f3, F. (2024). Does everyone have to know by heart how much 8 times 7 is? A cross-sectional study on students\u2019 views and performance. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education <\/em>(Vol. 1). PME.<\/p>\n\n\n\nBereczki, I., & Cs\u00edkos, Cs. (2024). Two more or twice as much? Proportional reasoning strategies in grades 5 to 7. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education <\/em>(Vol. 2, pp. 56\u201363). PME.<\/p>\n\n\n\n2023<\/strong><\/p>\n\n\n\n46<\/strong>th<\/sup><\/strong> <\/strong>Conference of the International Group for the Psychology of Mathematics Education, Haifa, July 16<\/strong>th<\/sup><\/strong> <\/strong>to 21<\/strong>st<\/sup><\/strong> <\/strong>2023<\/strong><\/p>\n\n\n\nBereczki, I. & Cs\u00edkos, C. (2023). Measuring proportional reasoning in grades 5 to 7: What develops and what does not?. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 1, p. 363). PME.<\/p>\n\n\n\nTurz\u00f3-Sov\u00e1k, N., Bir\u00f3, F., & Cs\u00edkos, C. (2023). Elementary students (in)flexible strategy use in word problems as revealed by eye-tracking. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 1, p. 408). PME.<\/p>\n\n\n\nThe 20<\/strong>th<\/sup><\/strong> <\/strong>Biennial EARLI Conference for Research on Learning and Instruction, 2-26 August 2023 Thesaloniki, Greece<\/strong><\/p>\n\n\n\nBir\u00f3, F., Cs\u00edkos, C., & Szit\u00e1nyi, J. (2023). Benefits of errors: Noticing young learners mathematical thinking through confusions and mistakes. In EARLI 2023-Education as a hope in uncertain times<\/em>. EARLI 2023.<\/p>\n\n\n\nHidayatullah, A., & Cs\u00edkos, C. (2023). Beliefs and mathematics achievements : association with attitudes and motivation. In EARLI 2023-Education as a hope in uncertain times<\/em>. EARLI 2023.<\/p>\n\n\n\n2022<\/strong><\/p>\n\n\n\n22<\/strong>nd<\/sup><\/strong> <\/strong>European Conference on Literacy<\/strong>
Dublin, July 4<\/strong>th<\/sup><\/strong> <\/strong>to 6<\/strong>th<\/sup><\/strong>, 2022<\/strong><\/p>\n\n\n\nB\u00f3na, J., & Stekl\u00e1cs, J. (2022). Development of oral reading fluency in Hungarian-speaking students between 4th<\/sup>and 5th<\/sup> grade: Results of acoustic phonetic and eye-tracking analyses. In 22<\/em>nd<\/sup><\/em> <\/em>European Conference on Literacy: Literacy and Diversity: New Directions<\/em>. (p. 123).<\/p>\n\n\n\nStekl\u00e1cs, J. (2022). Reading comprehension strategies, executive functions. Outlines of a common paradigm. In 22<\/em>nd<\/sup><\/em> <\/em>European Conference on Literacy: Literacy and Diversity: New Directions<\/em>. (p. 159).<\/p>\n\n\n\nVarga, Sz., & Stekl\u00e1cs, J. (2022). Developing literary reading comprehension skill through morphological intervention in primary school. In 22<\/em>nd<\/sup><\/em> <\/em>European Conference on Literacy: Literacy and Diversity: New Directions<\/em>. (p. 170).<\/p>\n\n\n\n45<\/strong>th<\/sup><\/strong> <\/strong>Conference of the International Group for the Psychology of Mathematics Education<\/strong> <\/strong>
<\/strong>Alicante, July 18<\/strong>th<\/sup><\/strong> <\/strong>to 23<\/strong>rd<\/sup><\/strong>, 2022<\/strong><\/p>\n\n\n\nBir\u00f3, F. & Cs\u00edkos, C. (2022). Realistic non-routine word problems and students\u2019 freely constructed drawings. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 4, p. 336). PME.<\/p>\n\n\n\nKarika, T., & Cs\u00edkos, C. (2022). Types of visual representations of fractions in Hungarian textbooks for 5th<\/sup>graders. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 4, p. 245). PME.<\/p>\n\n\n\nSvraka, B., Cs\u00edkos, C., & Szit\u00e1nyi, J. (2022). The epidemiology of mathematical performance, anxiety, and psychosomatic symptoms. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 4, p. 300). PME.<\/p>\n\n\n\n<\/p>\n","protected":false},"excerpt":{"rendered":"
Leader of the research group: Prof. Dr. Csaba Cs\u00edkos, University of Szeged, Department of Educational Evaluation and Planning, csikoscs@edpsy.u-szeged.hu Secretary: Fanni Bir\u00f3 metacognition.researchgroup@gmail.com Summary of the research proposal Mathematical and reading literacies have been in the very focus of both national and international system-level educational surveys. In both fields, the Hungarian educational system performed below the OECD-average, therefore in line with the EU-2030 educational targets and with national policies, educational researchers and in-service teachers aim to develop and use more effective teaching methods. The main aim of the MTA-SZTE Metacognition Research Group is to explore the metacognitive components that contribute to better performance both in mathematics and reading. Our research focuses on the methods that may enhance both teachers\u2019 and students\u2019 thinking by means of applying metacognition. The four main topic of the Metacognition Research Group: (1) Number concept and arithmetic skills, (2) Mathematical word problems, (3) Reading comprehension strategies, and (4) Pedagogical views and metacognitive scaffolding. Our primary aim is to join the forefront of the international research community by prestigious publications. The results of our research contribute to the development of educational tools and instructional-methodological ideas; further contributing to the convergence and synergy of theory and practice, thus utilizing the scientific results in educational practice. Publications registered in Scopus (Scopusban regisztr\u00e1lt k\u00f6zlem\u00e9nyek) 2025 Bir\u00f3, F., & Cs\u00edkos, Cs. (2025). The Broadwell-Burch Four-stage Model of Competence Development and the Mathematics Teaching Profession. Mathematics Teaching-Research Journal,\u00a017(3), 5\u201325. http:\/\/files.commons.gc.cuny.edu.s3.amazonaws.com\/wp-content\/blogs.dir\/34462\/files\/2025\/07\/01_Biro_5-25.pdf 2024 Hidayatullah, A., & Cs\u00edkos, C. (2024). The Role of Students\u2019 Beliefs, Parents\u2019 Educational Level, and The Mediating Role of Attitude and Motivation in Students\u2019 Mathematics Achievement. The Asia-Pacific Education Researcher, 33(2), 253-262.Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/article\/10.1007\/s40299-023-00724-2 Hidayatullah, A., Cs\u00edkos, C., & Setiyawan, R. (2024). The Role of Belief Sources in Promoting Goal Orientation Beliefs, Self-Efficacy, and Beliefs About the Role of Teachers in Mathematics Learning. The Asia-Pacific Education Researcher, 1-11.Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/content\/pdf\/10.1007\/s40299-024-00813-w.pdf Svraka, B., \u00c1lvarez, C., & Sz\u00fccs, D. (2024). Anxiety predicts math achievement in kindergarten children. Frontiers in Psychology, 15, 1335952. Let\u00f6lthet\u0151 innen: https:\/\/www.frontiersin.org\/journals\/psychology\/articles\/10.3389\/fpsyg.2024.1335952\/full 2023 Hidayatullah, A., Cs\u00edkos, C., & Wafubwa, R. N. (2023). The dimensionality of personal beliefs; the investigation of beliefs based on the field study. Revista de Educaci\u00f3n a Distancia (RED), 23(72).Let\u00f6lthet\u0151 innen: https:\/\/revistas.um.es\/red\/article\/download\/540251\/333881 Hidayatullah, A., & Cs\u00edkos, C. (2023). The Role of Students\u2019 Beliefs, Parents\u2019 Educational Level, and The Mediating Role of Attitude and Motivation in Students\u2019 Mathematics Achievement. The Asia-Pacific Education Researcher, 1-10.Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/article\/10.1007\/s40299-023-00724-2 Hidayatullah, A., & Cs\u00edkos, C. (2023). Students\u2019 Responses to the Realistic Word Problems and Their Mathematics-Related Beliefs in Primary Education. Pedagogika, 150(2), 21-37.Let\u00f6lthet\u0151 innen: https:\/\/ejournals.vdu.lt\/index.php\/Pedagogika\/article\/download\/4615\/2919 Hussein, Y. F., & Cs\u00edkos, C. (2023). The effect of teaching conceptual knowledge on students\u2019 achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2226.Let\u00f6lthet\u0151 innen: https:\/\/www.ejmste.com\/download\/the-effect-of-teaching-conceptual-knowledge-on-students-achievement-anxiety-about-and-attitude-12938.pdf 2022 Wafubwa, R. N., & Cs\u00edkos, C. (2022). Impact of formative assessment instructional approach on students\u2019 mathematics achievement and their metacognitive awareness. International Journal of Instruction, 15, 119-138.Let\u00f6lthet\u0151: International Journal of Instruction (e-iji.net) Karika, T., & Cs\u00edkos, C. (2022). A test for understanding simple fractions among 5th grade students at the beginning of lower secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 2022, 18(2), em2081Let\u00f6lthet\u0151: https:\/\/www.ejmste.com\/download\/a-test-for-understanding-simple-fractions-among-5th-grade-students-at-the-beginning-of-lower-11654.pdf Hidayatullah, A., & Cs\u00edkos, C. (2022). Mathematics related belief system and word problem-solving in the Indonesian context. Eurasia Journal of Mathematics, Science and Technology Education, 2022, 18(4), em2094Let\u00f6lthet\u0151: https:\/\/www.ejmste.com\/download\/mathematics-related-belief-system-and-word-problem-solving-in-the-indonesian-context-11902.pdf Cs\u00edkos, C., Bir\u00f3, F., & Szit\u00e1nyi, J. (2022). Incorporating humor into mathematical word problems: Is there a negative effect on students\u2019 performance? International Journal of Instruction, 15, 1079-1098.Let\u00f6lthet\u0151 innen: https:\/\/files.eric.ed.gov\/fulltext\/EJ1355180.pdf Cs\u00edkos, C. (2022). Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level? Journal of Intelligence, 10(3), 53Let\u00f6lthet\u0151 innen: https:\/\/www.mdpi.com\/2079-3200\/10\/3\/53 Varga, Sz., P\u00e1sztor, A., & Stekl\u00e1cs, J. (2022). Online Assessment of Morphological Awareness in Grades 2\u20134: Its Development and Relation to Reading Comprehension. Journal of Intelligence, 10(3), 47.Let\u00f6lthet\u0151 innen: https:\/\/www.mdpi.com\/2079-3200\/10\/3\/47\/pdf International Conference Presentations and Proceedings 2025 Bereczki, I., & Cs\u00edkos, Cs. (2025). Experience of an action research: Teaching proportions with visual support in grade 7. In: C. Cornejo; P. Felmer; D. M. G\u00f3mez; P. Dartnell; P. Araya; A. Peri; V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions (p. 221). PME. Bir\u00f3, F., & Cs\u00edkos, Cs. (2025). Fifth-grade students\u2019 beliefs about errors in mathematics: a large-sample study. In: C. Cornejo; P. Felmer; D. M. G\u00f3mez; P. Dartnell; P. Araya; A. Peri; V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions (p. 223). PME. Szit\u00e1nyi, J., \u00d6k\u00f6rdi, R., Bagota, M., Kulman, K., & Cs\u00edkos, Cs. (2025). Math anxiety of primary school teacher trainees. In: C. Cornejo; P. Felmer; D. M. G\u00f3mez; P. Dartnell; P. Araya; A. Peri; V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions (p. 331). PME. Turz\u00f3-Sov\u00e1k, N., & Cs\u00edkos, Cs. (2025). Essential illustrations in realistic word problems: results of a design experiment. In: C. Cornejo; P. Felmer; D. M. G\u00f3mez; P. Dartnell; P. Araya; A. Peri; V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions (p. 334). PME. Proceedings: https:\/\/www.igpme.org\/wp-content\/uploads\/2025\/07\/PME48_GeneralContributions_ISSN_3081-0833.pdf 2024 47th Conference of the International Group for the Psychology of Mathematics Education, Auckland, July 17th to 21st 2024 Cs\u00edkos, Cs., Bereczki, I., & Bir\u00f3, F. (2024). Does everyone have to know by heart how much 8 times 7 is? A cross-sectional study on students\u2019 views and performance. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). PME. Bereczki, I., & Cs\u00edkos, Cs. (2024). Two more or twice as much? Proportional reasoning strategies in grades 5 to 7. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 56\u201363). PME. 2023 46th Conference of the International Group for the Psychology of Mathematics Education, Haifa, July 16th to 21st 2023 Bereczki, I. & Cs\u00edkos, C. (2023). Measuring proportional reasoning in grades 5 to 7: What develops and what does not?. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 363). PME. Turz\u00f3-Sov\u00e1k, N., Bir\u00f3, F., & Cs\u00edkos, C. (2023). Elementary students (in)flexible strategy use in word problems as revealed by eye-tracking. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 408). PME. The 20th Biennial EARLI Conference for Research on Learning and Instruction, 2-26 August 2023 Thesaloniki, Greece Bir\u00f3, F., Cs\u00edkos, C., & Szit\u00e1nyi, J. (2023). Benefits of errors: Noticing young learners mathematical thinking through confusions and mistakes. In EARLI 2023-Education as a hope in uncertain times. EARLI 2023. Hidayatullah, A., & Cs\u00edkos, C. (2023). Beliefs and mathematics achievements : association with attitudes and motivation. In EARLI 2023-Education as a hope in uncertain times. EARLI 2023. 2022 22nd European Conference on LiteracyDublin, July 4th to 6th, 2022 B\u00f3na, J., & Stekl\u00e1cs, J. (2022). Development of oral reading fluency in Hungarian-speaking students between 4thand 5th grade: Results of acoustic phonetic and eye-tracking analyses. In 22nd European Conference on Literacy: Literacy and Diversity: New Directions. (p. 123). Stekl\u00e1cs, J. (2022). Reading comprehension strategies, executive functions. Outlines of a common paradigm. In 22nd European Conference on Literacy: Literacy and Diversity: New Directions. (p. 159). Varga, Sz., & Stekl\u00e1cs, J. (2022). Developing literary reading comprehension skill through morphological intervention in primary school. In 22nd European Conference on Literacy: Literacy and Diversity: New Directions. (p. 170). 45th Conference of the International Group for the Psychology of Mathematics Education Alicante, July 18th to 23rd, 2022 Bir\u00f3, F. & Cs\u00edkos, C. (2022). Realistic non-routine word problems and students\u2019 freely constructed drawings. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 336). PME. Karika, T., & Cs\u00edkos, C. (2022). Types of visual representations of fractions in Hungarian textbooks for 5thgraders. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 245). PME. Svraka, B., Cs\u00edkos, C., & Szit\u00e1nyi, J. (2022). The epidemiology of mathematical performance, anxiety, and psychosomatic symptoms. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 300). 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