Brianna's EDUC 450 Blog

Inquiry Topic: How can we increase learner autonomy and encourage the development of self-regulated learning strategies in math classes? How can we encourage students to become more active learners? How can we guide learning while still giving students freedom to learn and explore on their own terms? References Adediwura, A. A. (2012). Effect of peer and self-assessment on male and female students’ self-efficacy and self-autonomy in the learning of mathematics. Gender and Behaviour, 10(1), 4492-4508. This study found that using peer and self-assessment techniques enhanced students’ self-efficacy towards learning mathematics. Participating in assessment allowed the students to be more involved in decision-making and personal assumption of responsibility. It also allowed them to acquire new learning skills and strategies by allowing them to reflect on their performance. These new skills and strategies could then be applied in future learning. Ahmed, W., van der Werf, G.

Inquiry Questions: How can fine arts education, specifically dancing, be integrated into mathematics instructions in a way that is meaningful and works to deepen understanding of mathematical concepts? What are the benefits of movement-based learning? References Anderson, A. (2015). Dance/movement therapy’s influence on adolescents’ mathematics, socio-emotional, and dance skills. The Education Forum, 79(3), 230-247. This article discusses how integrating dance/movement therapy into math classrooms can be beneficial for students’ wellbeing and how it is especially helpful for students with learning and behavioral disabilities. Buranich, R. (2016). Math in motion: How integrating dance and into a math classroom affects a student’s ability to learn. Senior Honors Theses, 141, 1-51. This paper describes how integrating fine arts lessons into math classrooms can be beneficial for learning both the fine art and for learning mathematics. Dimondstein, G. (1985). The place of dan