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Opportunities to develop emerging self-regulating skills: Teacher instruction and student experiences during mathematics lessons
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).ORCID-id: Lotta1203
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Abstract [en]

The ability to self-regulate one’s learning has been associated with academic success, and recognized as an important component in successful life-long learning. But studies on how characteristics of ordinary classroom practices provide or impair opportunities for students to develop self-regulate learning skills are rare. This study examines in what ways learning situations in authentic classroom practices provide opportunities for the students to develop self-regulated learning skills, and how students experience these opportunities. The analysis is based on data from classroom observations of three teachers’ mathematics lessons, and on interviews with their students. The results show that the opportunities for students to develop self-regulated learning skills were mainly provided by learning situations in which the teacher modeled the skills, and most often the students did not recognize these situations as opportunities to develop the skills. However, they did so more often when they had an active role in the learning situations.

Nyckelord [en]
Self-regulated learning, mathematics, teacher instruction
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-135027OAI: oai:DiVA.org:umu-135027DiVA, id: diva2:1095955
Tillgänglig från: 2017-05-16 Skapad: 2017-05-16 Senast uppdaterad: 2018-06-09
Ingår i avhandling
1. Formativ bedömning och självreglerat lärande: vad behöver vi för att få det att hända?
Öppna denna publikation i ny flik eller fönster >>Formativ bedömning och självreglerat lärande: vad behöver vi för att få det att hända?
2017 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[en]
Formative assessment and self-regulated learning : what do we need to make it happen?
Abstract [en]

Previous research has shown that substantial learning gains are possible when formative assessment and support for students’ development of self-regulated learning skills are implemented in classroom practice. Such implementation is not straightforward and there is a need for both further understanding of the knowledge and skills teachers require to practice formative assessment, and further insights into how different characteristics of ordinary teaching practices support students’ in becoming proficient self-regulated learners. This doctoral thesis includes a licentiate thesis and two articles. In the licentiate thesis, classroom observations are used to investigate the knowledge and skills used by a teacher engaged in a comprehensive formative classroom practice. The results show that the teacher's practice is complex and requires advanced knowledge and skills that are often used simultaneously and under time pressure. For example, the teacher, sometimes in a matter of seconds, handles new (to her) mathematics, makes inferences from students’ responses to their understanding, and based on these inferences makes decisions about her teaching. The first article is a literature review focusing on the effects of formative assessment on student achievement in mathematics since there is a lack of knowledge of the effects of formative assessment on student achievement, in particular for subject areas such as mathematics. In the review, a systematic literature search is made for articles studying the effects of both teacher-centered approaches and approaches emphasizing student involvement in the formative assessment processes. The latter type of approaches includes teacher practices that support students’ development of aspects of self-regulated learning competence. The results show that all approaches included in the review have significant positive effects on student achievement in mathematics. The second article examines in what ways learning situations in authentic classroom practices provide opportunities for the students to develop self-regulated learning skills, and how students experience these opportunities. The analysis is based on data from classroom observations of three teachers’ mathematics lessons, and on interviews with their students. The results show that instruction in self-regulated learning skills mostly occurred implicitly, and the opportunities to develop the skills were mainly provided and experienced at the observational level.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet, 2017. s. 63
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 77
Serie
Umeå Studies in the Educational Sciences ; 23
Nyckelord
formative assessment, assessment for learning, self-regulated learning, teacher knowledge, mathematics education, formativ bedömning, bedömning för lärande, självreglerat lärande, lärares kunskap, matematikdidaktik
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-135032 (URN)978-91-7601-705-0 (ISBN)
Disputation
2017-06-08, Humanisthuset, Hörsal F, Umeå, 10:15 (Svenska)
Opponent
Handledare
Tillgänglig från: 2017-05-18 Skapad: 2017-05-16 Senast uppdaterad: 2018-06-09Bibliografiskt granskad

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Vingsle, Charlotta

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Vingsle, Charlotta
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Institutionen för naturvetenskapernas och matematikens didaktikUmeå forskningscentrum för matematikdidaktik (UFM)
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