Math journaling as a self-regulated learning technique in the fifth-grade classroom

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Citeable URL: https://ir.library.oregonstate.edu/concern/defaults/6w924h264

Descriptions

Attribute Name	Values
Creator	Tanler, Hayley
Abstract	Self-regulated learners are students who take an active role in their education and have the desire to become more competent and more capable as learners (Zimmerman, 1990). Teaching student skills to be more self-regulated has been shown to help students improve their thinking and organizational skills (Pape, Bell, & Yetkin, 2003). The present research looks at a way that educators can attempt to guide their students towards becoming more self-regulated in their learning. Provoking thought with a specific activity like journaling gives students opportunities for selfevaluation and independent problem solving; important skills for self-regulated learners (Paris & Paris, 2001). The journaling treatment presented to these students was designed as a metacognitive activity intended to help them discover how they learn math best. Poster from the 2006 Cascades student poster session.
Resource Type	Poster
Date Available	2006-08-14T15:29:52+00:00
Date Issued	2006
Non-Academic Affiliation	Oregon State University Cascades Campus
Urheberrechts-Erklärung	Copyright Not Evaluated
Publisher	Oregon State University
Peer Reviewed	No
Language	English [eng]
File Format	application/pdf
File Extent	41118 bytes
Replaces	http://hdl.handle.net/1957/2891

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