Communicating Mathematically and Self-Regulating Strategies in Learning 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.