*Inquiry Topic Change* - New Reference List

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., Kuyper, H., & Minnaert, A. (2012). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Education Psychology, 105(1), 150-161.

This study discusses the relationship between changes in emotions, specifically anxiety, boredom, pride, and enjoyment, and changes in self-regulated learning strategies. The results highlight the importance of “attending to students’ emotions to optimize their self-regulated learning and achievement”.

Hafen, C.A., Allen, J.P., Mikami, A.Y., Gregory, A., Hamre, B., & Pianta, R.C. (2011). The pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth and Adolescence, 41, 245-255.

This study found that adolescents’ perceptions about autonomy in the classroom have a strong influence of their level of engagement. It discusses how this is supported by literature that has found that adolescents are most likely to succeed in environments that “allow for structured autonomy with which to apply their knowledge”. It also discusses why autonomy is particularly important for adolescents.

Kyriacou, C. (1992). Active learning in secondary school mathematics. British Educational Research Journal, 18(3), 309-318.

This article describes active learning as “the use of learning activities where pupils are given a marked degree of ownership and control over the learning activities used … and where the pupil is able to actively participate and shape the learning experience”. It lists some of the types of learning activities that may be used in math classes that promote active learning.

Lee, C. & Johnston-Wilder, S. (2013). Learning mathematics – letting the pupils have their say. Educational Studies in Mathematics, 83(2), 163-180.

This study was intended to raise students’ awareness of different ways of learning mathematics to allow them to develop informed opinions about how they learn mathematics best. The outcomes indicated that students could have an important role in determining how mathematics lessons could be improved.

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116-125.

This article talks about the importance of developing positive self-beliefs in order to motivate students and enhance their abilities to engage in self-regulated learning strategies. It discusses how these factors can interact to influence student achievement.

Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.

This article uses a social cognitive approach to describe self-regulated learning. From this perspective, a learner’s degree of self-regulation can be influenced by situational factors. The environmental influences will be especially useful to know in trying to create a classroom environment that cultivates self-regulated learning. The article also lists strategies used by self-regulated learners.

Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.

This article describes the importance of motivation in becoming a self-regulated learner and how this motivation can be developed. Namely, how teaching and peer interaction can promote the development of self-regulated learning.