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Interviews with 18 students supported and clarified findings, arguing that the autobiography promotes mathematical self-regulation and supports pedagogical content knowledge for novice teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study investigate mathematical experiences among college learners in the U.S.?","Question",{"text":63,"@type":64},"It analyzes mathematical autobiography essays written by 67 college students, supplemented by interviews with 18 of them.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What two major categories related to mathematical self-regulation emerged from the essay analysis?",{"text":68,"@type":64},"The categories are students’ locus of control regarding mathematical knowledge and learning, and their self-evaluations of ability, efficacy, and potential.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the study argue about using mathematical autobiography in mathematics education?",{"text":72,"@type":64},"Completing the autobiography is argued to increase mathematical self-regulation, and it may help build pedagogical content knowledge for novice college mathematics 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Professor, Mathematics  \nSchool of Mathematical Sciences  \nUniversity of Northern Colorado  \n\u003C[hauk@unco.edu](hauk@unco.edu)>  \nAbstract  \nThis study examines the K-12 mathematical experiences of [U.S. university](U.S. university) students via an expressive writing assignment: a mathematical autobiography essay. The essays of 67 college students, out of over 300 enrolled in 16 sections of a college liberal arts mathematics course, were analyzed using constant-comparative methods. Two categories of experience connected to aspects of mathematical self-regulation emerged as significant: (1) locus of control for mathematics knowledge and learning; (2) self-evaluations of mathematical ability, efficacy, and potential. Interviews of 18 of the 67 students provided support and clarification for the analysis. An argument grounded in existing research for increased mathematical self-regulation as a result of completing the mathematics autobiography is made. Finally, connections are drawn between learning and psychological theories to support the assertion that using the assignment may help build pedagogical content knowledge among novice college mathematics teachers.  \nIntroduction  \nGiven the constructivist pedagogical orientation of curricular change in U.S. schools over the last 25 years (National Council of Teachers of Mathematics [NCTM], 1980, 1989, 2000), a shift from teacher-regulation to student self-regulation in mathematical learning has been inevitable. Development of the kinds of “mathematical habits of mind” called for by constructivist pedagogies must be folded into school and college instruction (De Corte, Greer, & Verschaffel, 1996; Schoenfeld, 1992) . How can this be done? Answering this question requires an understanding of reflection, intentionality, and habits in mathematical contexts and gives rise to many more questions: What is the nature of the relationship among reflective, intentional, and habitual facets of the intended curriculum (NCTM, 1989, 2000) and of the perceived curriculum (i.e. , what is reported by students who have experienced it)? How will these experiences inform the next generation of teachers, parents, and curriculum developers in the United States? Even more fundamentally, just what is the nature of the lived experience of mathematical learning for this next generation?  \nThe work presented here is a phenomenological study of the mathematical memories of people who were in middle and high school during the 1990’s, when the NCTM recommendations were being implemented. In addition to giving voice to young adults in the U.S. , the study examines one method for fostering reflective awareness of mathematical habits among college students: mathematical autobiography. In particular, the study addresses the questions:  \n1. What experiences and perceptions of reflection, intention, and habit in learning mathematics do young adults in the U.S. bring with them from school to their college mathematics service  \n36 Adults Learning Mathematics – an International Journal  \ncourses (e.g. , mathematics for prospective elementary school teachers, mathematics for liberal arts)?  \n2. Does the use of the mathematical autobiography as an expressive writing tool activate reflection in any useful way?  \nBelow, an overview of the theories from psychology, cognitive science, and memory research informing the study is succeeded by a précis of methods. Supported by evidence drawn from essays and interviews, the results and discussion address reflection, intention, and habit through contentions about students’ locus of control for mathematical sense-making and their self-evaluations of ability, efficacy, and potential in mathematics. In closing, implications for theory development and K-16 teaching practice are discussed.  \nTheoretical Framework  \nResearch at all grade levels has suggested that mathematics learning requires suf","cbCailgLXcRFQ7dU","https://ap.wps.com/l/cbCailgLXcRFQ7dU","pdf",275260,"English","# Introduction\n## Theoretical Framework\n## Methods and Analysis\n## Results and Discussion\n## Implications","[{\"question\":\"How does the study investigate mathematical experiences among college learners in the U.S.?\",\"answer\":\"It analyzes mathematical autobiography essays written by 67 college students, supplemented by interviews with 18 of them.\"},{\"question\":\"What two major categories related to mathematical self-regulation emerged from the essay analysis?\",\"answer\":\"The categories are students’ locus of control regarding mathematical knowledge and learning, and their self-evaluations of ability, efficacy, and potential.\"},{\"question\":\"What does the study argue about using mathematical autobiography in mathematics education?\",\"answer\":\"Completing the autobiography is argued to increase mathematical self-regulation, and it may help build pedagogical content knowledge for novice college mathematics teachers.\"}]","Mathematical Autobiography Among College Learners in the United States - read online free | PDF",1792065398]