Communicating Mathematically and Self-Regulating Strategies in Learning Mathematics

  • Mohd Faizal Nizam Lee Abdullah
  • Sazelli Ab Ghani
Keywords: self-regulating strategies, cognitive learning strategies, discourse analysis, secondary mathematics

Abstract

The purpose of this study was to investigate students’ interactions in learning mathematics and their engagement with the self-regulated learning (SRL) strategies, particularly the cognitive learning strategies. The study involved a group of Year 9 students in one secondary school in the East of England engaged in mathematical tasks. This study employed the observational approach using video-recording as its primary method. Observational notes were kept and students’ written work were taken into account to complement the video data. Powell et al.’s analytical model was used to analyse the videos. Events that were critical and significant to the study were fully transcribed. These critical events were analysed to examine students’ interactions and their engagement with the cognitive learning strategies. In doing so, this study employed the mathematical communication framework, a combination of Sfard and Kieran’s discourse analysis and Pintrich’s SRL strategies approach. The findings showed that students were involved in an effective and productive discourse and were engaged with the components of the cognitive learning strategies.

Downloads

Download data is not yet available.

Author Biographies

Mohd Faizal Nizam Lee Abdullah

Department of Mathematics, Faculty of Science and Mathematics, Universit Pendidikan Sultan Idris, Malaysia

Sazelli Ab Ghani

Department of Mathematics, Faculty of Science and Mathematics, Universit Pendidikan Sultan Idris, Malaysia

Published
2019-01-19
How to Cite
Lee Abdullah, M. F. N., & Ab Ghani, S. (2019). Communicating Mathematically and Self-Regulating Strategies in Learning Mathematics. Journal of Science and Mathematics Letters, 4(2), 58-68. Retrieved from https://ejournal.upsi.edu.my/index.php/JSML/article/view/393

Most read articles by the same author(s)