Self-Regulating Mathematics Skills

Pape, Stephen J.; Smith, Cynthia

doi:10.1207/s15430421tip4102_5

Cited by 28 publications

(28 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Being self-reliant in the classroom is associated with success in math, as successfully solving math problems requires a strategic approach to understanding the problem to be solved, planning a solution, executing the plan, and reflecting on whether the process was successful (Pape & Smith, 2002). If children enter school with difficulties sustaining attention on a task, they may be less prepared to engage in self-reliant behaviors associated with achievement in math.…”

Section: Discussionmentioning

confidence: 99%

Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

Gardner-Neblett

DeCoster

Hamre

2014

Journal of Applied Developmental Psychology

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

Gardner-Neblett

DeCoster

Hamre

2014

Journal of Applied Developmental Psychology

View full text Add to dashboard Cite

“…This process engages learners so that they become ready to identify the unknown in the structure of mathematical expressions, explain and justify their mathematical reasoning, and develop their mathematical knowledge through exploring (Fuchs, et al, 2008;Pape & Smith, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Learners are faced with the problem of distinguishing relevant from complementary information due to their difficulties in reading skills, or due to the inclusion of words of a low frequency of occurrence in mathematical vocabulary (Lee & Leah, 2007). Furthermore, learners frequently translate words, which describe a problem directly into a math expression without making prior attempts to create a mental representation of the problem (Pape & Smith, 2002). In some cases, learners approach the problem procedurally.…”

Section: Introductionmentioning

confidence: 99%

“…This engages learners in identifying the unknown, in constructing mathematical expressions, in explaining and evaluating their mathematical reasoning (Fuchs et al, 2008;Pape & Smith, 2002). Therefore, it is essential that learners be appropriately instructed to interconnect different meanings of words, the interpretations, the relations with mathematical operations, as well as problems in their daily lives.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The impact of metacognitive strategies and self-regulating processes of solving math word problems

Vula

Avdyli

Berisha

et al. 2017

iejee

View full text Add to dashboard Cite

This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems. Two hundred sixty-three learners, of three classes of third graders (N=130) and four classes of fifth graders (N=133) of the elementary cycle from two urban schools of Kosovo, participated in the study. Almost half of the total number of the third and fifth-graders were exposed to metacognitive instruction. The rest of the learners were included in control classes in which they performed tasks without having been given any specific guidance, based exclusively on traditional methods and respective textbooks. All the learners were tested in math word problems twice, before the intervention and after it. Research findings have shown that metacognitive strategies and self-regulating processes that learners use to control their actions, to reason, and to reflect, are one of the main resources that influence their success in solving a math word problem. Although the difference between the pre-test and the post-test results was statistically significant solely with the fifth-grade experimental classes, yet an improved performance was observed in third-grade experimental learners' classes compared to control classes. Theoretical and practical implications of the research are discussed in the end of the study.

show abstract

“…Self-regulated learners have repertoires of strategies to regulate their cognition, motivation, behavior and context. Within mathematics education, it is assumed that self-regulated learners use effective cognitive and metacognitve strategies, motivating themselves to acquire conceptual understanding, making attributions to their strategy use for successes and failures and evaluating their progress toward their learning goals (De Corte, Verschaffel, & Op't Eynde, 2000;Pape, 2005;Pape & Smith, 2002). The model of self-regulated learning strategies described here includes two general categories of strategies: learning strategies (cognitive learning strategies and metacognitive learning strategies) and time, resource management strategies.…”

Section: Introduction  Corresponding Authormentioning

confidence: 99%

Students' Self-Regulated Learning Strategies in Traditional and Non-Traditional Classroom: A Comparative Study

Davaanyam¹,

Tserendorj²

2015

Research in Mathematical Education

View full text Add to dashboard Cite

This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

show abstract

Self-Regulating Mathematics Skills

Cited by 28 publications

References 9 publications

Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

The impact of metacognitive strategies and self-regulating processes of solving math word problems

Students' Self-Regulated Learning Strategies in Traditional and Non-Traditional Classroom: A Comparative Study

Contact Info

Product

Resources

About