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

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dc.creator Tanler, Hayley
dc.date.accessioned 2006-08-14T15:29:52Z
dc.date.available 2006-08-14T15:29:52Z
dc.date.issued 2006-08-14T15:29:52Z
dc.identifier.uri http://hdl.handle.net/1957/2891
dc.description Poster from 2006 Cascades student poster session. en
dc.description.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. en
dc.format.extent 41118 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.subject Self-regulated learning en
dc.subject Fifth grade students en
dc.subject Journaling en
dc.subject Mathematics en
dc.title Math journaling as a self-regulated learning technique in the fifth-grade classroom en
dc.type Other en


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