/pdf/lessons-learned-about-boys-and-girls-mathematical-problem-3ab8zkh1hw.pdf

Lessons learned about boys' and girls' mathematical problem solving: The solution processes, performance, linguistic explanations, self-efficacy, and self-assessment of fifth-grade students of varying reading and mathematics abilities

Relationships And Differences On Self-regulated Learning, Parental Involvement, Homework, and Academic Achievement, Among High School Students In Rural West Virginia

/pdf/relationships-and-differences-on-self-regulated-learning-11qhp75r4q.pdf

Relationships and differences on self-regulated learning, parental involvement, homework, and academic achievement, among high school students in Rural West Virginia

This paper examines how self-evaluation strategies contribute to helping students take control over their own learning processes. In addition to examining the role of self-evaluation when a student takes on and exercises control over an activity in the classroom, this paper takes into account homework assignments and the role of parents. Subjects (N =45) were in 6th-8th grade. They were distributed almost equally according to gender, grade level, and ability level. Twenty-nine parents completed a questionnaire about their child's homework assignment. The activity in class and the homework assignment consisted of a real-life mathematics task. The students compared products in two stores to choose the best bargains for a pre-determined checklist of school supplies. The mathematics involved arithmetic operations, percentages, and problem solving. Findings show that results obtained by grade 6 students were significantly higher than those of grade 7 and grade 8 students. This finding might indicate that the task was easier for grade 6 students. No differences were found between boys and girls regarding success at the task completed in class or at home. Gifted students performed better and had a higher level of agreement with their parent concerning the homework. Results highlight the complexity of the interaction between metacognition and motivational self-regulated variables. The importance of further research in this area is discussed. (Contains one figure, seven tables and 17 references.) (Author/MKA) Reproductions supplied by EDRS are the best that can be made from the original document. SELF-REGULATED LEARNING OF YOUNG ADOLESCENTS IN A MATHEMATICS ACTIVITY' Dany Laveault, Raymond Leblanc and Janice Leroux University of Ottawa, Faculty of Education

/pdf/self-regulated-learning-of-young-adolescents-in-a-31n349m1th.pdf

Raymond Leblanc

Papers

Self-Regulated Learning of Young Adolescents in a Mathematics Activity.