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

Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/1957/2891

Title:	Math journaling as a self-regulated learning technique in the fifth-grade classroom
Keywords:	Self-regulated learning Fifth grade students Journaling Mathematics
Issue Date:	16-Oct-2013
Description:	Poster from 2006 Cascades student poster session. 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.
URI:	http://koha.mediu.edu.my:8181/xmlui/handle/1957/2891
Other Identifiers:	http://hdl.handle.net/1957/2891
Appears in Collections:	ScholarsArchive@OSU

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