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ERIC Number: ED566848
Record Type: Non-Journal
Publication Date: 2015
Pages: 211
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-9460-9
Thinking about Learning in Mathematics: Understanding Why and How Teachers Support the Development of Self-Regulated Learners
Kelley, Julie B.
ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Lowell
Self-regulated learning is an elaborate metacognitive process consisting of an individual's awareness of the thought process, flexibility in one's approach to problem solving, and motivation to persist through obstacles until a goal has been met. Strategies and instructional practices used to develop mathematically proficient thinkers also develop self-regulated learners. The guiding principles: metacognition, motivation, and strategic competence propel self-regulated learners through phases of a cyclical learning loop (Zimmerman, 2001). A single qualitative case study, with the purpose of understanding the nature of self-regulated learning, was conducted in an urban elementary school in New England. Data was triangulated using three sources: interviews, observations and student performance. The three participants were self-reported effective math teachers. Ongoing analysis was conducted throughout the research process. The data collected reveals that there is a need to develop more clarity about the meaning of thinking as it relates to each of phase of the learning process. Teachers and students need support in developing a shared understanding of the metacognitive processes involved at each phase of self-regulated learning and making the thinking process in each phase transparent to others. The findings from this study suggest that a fourth phase of self-regulated learning be incorporated into the self-regulated learning cycle and a need for the term thinking, involved in each of these phases, be clearly defined. This study presents implications for three areas of future research. First, the proposed addition of a fourth phase of self-regulated learning would need to be further studied to determine its relevance in contexts beyond this study. Second, the impact of the collaborative nature of teachers on self-regulated learning should be further explored. Finally, similar studies should be conducted in situations where instruction is balanced across all phases of self-regulated learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A