| dc.date |
2006-08-14T15:29:52Z |
|
| dc.date |
2006-08-14T15:29:52Z |
|
| dc.date |
2006-08-14T15:29:52Z |
|
| dc.date.accessioned |
2013-10-16T07:39:42Z |
|
| dc.date.available |
2013-10-16T07:39:42Z |
|
| dc.date.issued |
2013-10-16 |
|
| dc.identifier |
http://hdl.handle.net/1957/2891 |
|
| dc.identifier.uri |
http://koha.mediu.edu.my:8181/xmlui/handle/1957/2891 |
|
| dc.description |
Poster from 2006 Cascades student poster session. |
|
| dc.description |
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. |
|
| dc.language |
en_US |
|
| dc.subject |
Self-regulated learning |
|
| dc.subject |
Fifth grade students |
|
| dc.subject |
Journaling |
|
| dc.subject |
Mathematics |
|
| dc.title |
Math journaling as a self-regulated learning technique in the fifth-grade classroom |
|
| dc.type |
Other |
|