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Opportunities to develop emerging self-regulating skills: Teacher instruction and student experiences during mathematics lessons
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).ORCID iD: Lotta1203
(English)Manuscript (preprint) (Other academic)
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.

Keyword [en]
Self-regulated learning, mathematics, teacher instruction
National Category
Educational Sciences
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-135027OAI: oai:DiVA.org:umu-135027DiVA: diva2:1095955
Available from: 2017-05-16 Created: 2017-05-16 Last updated: 2017-05-16
In thesis
1. Formativ bedömning och självreglerat lärande: vad behöver vi för att få det att hända?
Open this publication in new window or tab >>Formativ bedömning och självreglerat lärande: vad behöver vi för att få det att hända?
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[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.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2017. 63 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 77
Series
Umeå Studies in the Educational Sciences, 23
Keyword
formative assessment, assessment for learning, self-regulated learning, teacher knowledge, mathematics education, formativ bedömning, bedömning för lärande, självreglerat lärande, lärares kunskap, matematikdidaktik
National Category
Educational Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-135032 (URN)978-91-7601-705-0 (ISBN)
Public defence
2017-06-08, Humanisthuset, Hörsal F, Umeå, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2017-05-18 Created: 2017-05-16 Last updated: 2017-05-18Bibliographically approved

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Vingsle, Charlotta
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Citation style
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