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The paper investigates how mathematics teachers guide pupils’ problem-solving activities to enhance self-regulation. Sixty-two teachers completed a questionnaire designed for the study. Findings show that more than two thirds promote understanding strategies, strengthen self-efficacy and self-control, while only about one third encourage multiple strategies or require explanations among peers. In cases of failure, only one third prompt activation or recall of relevant prior knowledge and alternative methods.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/volume-4-number-2-3-how-mathematics-teachers-develop-their-pupils-self-regulated-learning-skills-research-paper/588520/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/volume-4-number-2-3-how-mathematics-teachers-develop-their-pupils-self-regulated-learning-skills-research-paper/588520.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the paper?","Question",{"text":112,"@type":113},"To examine how mathematics teachers guide pupils’ mathematical problem-solving activities in order to increase self-regulated learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers participated in the study, and what did they complete?",{"text":117,"@type":113},"Sixty-two mathematics teachers completed a questionnaire developed for the research.",{"name":119,"@type":110,"acceptedAnswer":120},"What guidance do most teachers provide according to the results?",{"text":121,"@type":113},"More than two thirds of the teachers promote methods for understanding the problem and develop pupils’ self-efficacy and self-control.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588520,1792192024,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 4, Number 2-3, 2011  \nHOW MATHEMATICS TEACHERS DEVELOP THEIR PUPILS’SELF-REGULATED LEARNING SKILLS  \nIuliana Marchis  \nAbstract. Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils’mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that more than two third of the teachers promote the methods of understanding the problem; develop pupils’ self-efficacy and self-control. But only one third of the teachers ask pupils to use different strategies for solving a problem; ask students to explain the solution to their colleagues. In case of unsuccessful problem solving only one third of the respondents ask pupils to present previous knowledge about the problem or/and recall and try different methods.  \nKeywords: self-regulated learning, mathematics education, mathematics teacher, developing selfregulated learning skills, mathematical problem solving.  \n1. Introduction  \nSelf-regulated learning (SRL) is an academically effective form of learning, through which the learner sets goals and makes plans before starting to learn; monitors and regulates his/her cognition, motivation and behaviour during the learning process; and reflects on his/her learning process [9, 10, 16] . Self-regulated learners analyze the task (understand the problem; identify the given data, the unknown data and the relations between these data, recall prior knowledge related with the problem), solve the problem (select, apply, and evaluate plans and strategies, check outcomes and results, revise and abandon unproductive plans and strategies), and evaluate their performance. Motivational goalorientation, self-efficacy, perception of task difficulty, self-control, self-monitoring, self-judgment, and self-reaction are important skills of a self-regulated learner. These skills are also important for a successful mathematics problem solving.  \nRomanian pupils’ self-regulated learning skills are around average [6,7] . Secondary school pupils’(10-15 years old, 5th-8th grades) have low interest for studying mathematics, low self-efficacy and high level of anxiety [7] . High-school pupils (14-19 years old, 9th-12th grades) also have low interest for mathematics, low goal-orientation, self-efficacy and self-control, but a high self-judgment [6] . Pupils’mathematical results are in strong correlation with their interest to study mathematics, their task analysis and self-control skills, and their task difficulty perception.  \nThere is a need to motivate pupils for learning mathematics and to develop their self-regulated learning skills. The mathematics teacher has an important role in this process.  \nThe aim of this research is to study how mathematics teachers guide their pupils’mathematical problem-solving activities in order to develop self-regulation.  \n2. Developing students’ self-regulated learning skills  \nIn traditional mathematics education the teacher proposes a problem to be solved; shows a method which should be used; and gives exercises to practice solving this type of problem [15] . Thus the student learns and uses an algorithm for a certain type of problem. This method of teaching mathematics doesn’t promote the development of mathematical thinking, problem solving skills, and self-regulation learning.  \nTeachers should be aware that they should use teaching methods and strategies which develop pupils’problem solving and self-regulation learning skills.  \nLester t al. [3] during a 12 week intervention in a seventh grade class used a chart with problemsolving tips to be used by the teacher and the students. Some of the tips contained in this chart are related with SRL, for example “be sure to check your work along the way” instruct to self-control. In this research no substantial differences were observed between pupils’ ac","cbCainjgT9ntTzjO","https://ap.wps.com/l/cbCainjgT9ntTzjO","pdf",68985,"English","# Introduction\n## Developing students’ self-regulated learning skills\n# Research\n## Design of the research","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To examine how mathematics teachers guide pupils’ mathematical problem-solving activities in order to increase self-regulated learning.\"},{\"question\":\"How many teachers participated in the study, and what did they complete?\",\"answer\":\"Sixty-two mathematics teachers completed a questionnaire developed for the research.\"},{\"question\":\"What guidance do most teachers provide according to the results?\",\"answer\":\"More than two thirds of the teachers promote methods for understanding the problem and develop pupils’ self-efficacy and self-control.\"}]","Volume 4 - Number 2-3 - How Mathematics Teachers Develop Their Pupils’ Self-Regulated Learning Skills - Research Paper | PDF",1792065411,15]