Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Abstract

Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning.

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

“…Nevertheless, some other studies showed that ICT-based or -assisted mathematics learning did not have significant effect on students' numerical literacy [39][40][41][42][43][44][45][46][47][48][49]. Moreover, several studies found that ICTbased or -assisted mathematics learning had significant negative effect on students' numerical literacy [50][51][52][53][54][55][56][57][58][59][60]. Of these reports, it can be stated that ICT-based or -assisted mathematics learning has an inconsistent effect on the enhancement of students' numerical literacy skills, whereas clear and precise information regarding the consistency of the effectiveness of ICT use in mathematics learning for numerical literacy is required.…”