Abstract
The benefits of self-regulated learning have been well documented in relation to various academic content areas. Students who are successful in their academic learning are likely to initiate learning processes and monitor their actions, thinking, and emotions until they complete tasks. Through planning, instruction, and classroom assessment, teachers can deepen students’ mathematical conceptual understanding and fluency, and can provide opportunities to model and engage students in self-regulated learning behaviors and strategies. In this chapter, two high-school math teachers discuss their lessons in Algebra I, Geometry, and Algebra II, and how they afford students opportunities to practice self-regulated learning and develop mathematical understanding. The researcher then reflects on the processes and interactions delineated in these lessons. The chapter concludes with educational implications and suggestions for future research on self-regulation in the everyday learning of mathematics.
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Chen, P.P., Swingler, G., Burkett, B. (2018). Self-regulated Learning and Mathematics Instruction of Algebra I, Geometry, and Algebra II. In: DiBenedetto, M. (eds) Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas. Springer, Cham. https://doi.org/10.1007/978-3-319-90928-8_8
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