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

http://ir.library.oregonstate.edu/concern/undergraduate_thesis_or_projects/6w924h264

Poster from 2006 Cascades student poster session.

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  • 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.
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  • 41118 bytes
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  • description.provenance : Made available in DSpace on 2006-08-14T15:29:52Z (GMT). No. of bitstreams: 1 Tanler 2006.pdf: 41118 bytes, checksum: 8566ebbcedc1af1d291f2d3fcd3434a2 (MD5)
  • description.provenance : Submitted by Kathryn Gronemyer (kate.gronemyer@osucascades.edu) on 2006-08-10T23:20:02Z No. of bitstreams: 1 Tanler 2006.pdf: 41118 bytes, checksum: 8566ebbcedc1af1d291f2d3fcd3434a2 (MD5)
  • description.provenance : Approved for entry into archive by Linda Kathman(linda.kathman@oregonstate.edu) on 2006-08-14T15:29:51Z (GMT) No. of bitstreams: 1 Tanler 2006.pdf: 41118 bytes, checksum: 8566ebbcedc1af1d291f2d3fcd3434a2 (MD5)

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