Self-Regulated Learning and Mathematics Instruction of Algebra I, Geometry, and Algebra II

• In Event: College Readiness: Connections Between High School Lessons and Self-Regulated Learning

Abstract

Objectives or purposes
The objectives of this presentation are to depict (1) three case studies in the typical high-school math sequence of Algebra I, Geometry, and Algebra II; and (2) demonstrate how each one shows that the teacher provided opportunities for students to practice self-regulated learning (SRL) and develop mathematical understanding that ensures college readiness in math.

The need to improve students’ math understanding is unequivocal. The 2015 National Assessment of Educational Progress (NAEP) data show that only about 40% of fourth graders and 33% of eighth graders perform at or above proficiency levels in mathematics, and these percentages were slightly lower than the 2013 data. According to pilot data from 11 volunteering states (Nation’s Report Card, 2013), the mathematics performance of twelfth graders was even lower, with only 26% performing at or above proficiency level. Since evidence shows that students’ math performance in the U.S. bears improving, it is instructive to see how the high school math teachers showcased in this presentation provided opportunities for students’ to practice self-regulatory learning in math classes. To demonstrate this, I used Zimmerman and Schunk’s three-phase SRL model.

Theoretical framework
Successful students are likely to initiate learning processes and monitor their actions, thinking, and emotions until they complete tasks. Through planning, instruction, and classroom assessment, teachers can deepen students’ understanding of mathematics concepts and fluency, and provide opportunities to model SRL and engage students in SRL behaviors and strategies.

Methods, techniques, or modes of inquiry
Using a case study methodology, I talked with the teachers and reviewed their lesson plans and narratives—then identified qualitative characteristics of the lessons and key SRL processes they used that support learning and mathematics standards.

Data sources, evidence, objects, or materials
The case studies presented here took place in New York City public schools. One teacher used technology (flipped classroom design); the other used direct instruction. They provided lesson plans and instructional documents to substantiate their use of processes within the three-phase SRL model. Next, I will describe these qualitative findings.

Results and conclusions
In each case, I found evidence of SRL in each phase of self-regulated learning. The teachers demonstrated ways to build students’ mathematical understanding and develop students’ self-regulation during lessons. For example, teachers demonstrated how they prepared themselves and their students before class, how to critically analyze math tasks and set goals, how to think about the connections between current and prior learning, and how to assess self-efficacy.


Scholarly significance of the study
Research on students’ SRL has shown a strong and positive link with academic success (Cleary & Chen, 2009; Zimmerman & Schunk, 2011). A synergy has therefore emerged within education to improve students’ mathematics performance through teachers’ instruction and formative assessment (Wiliam, 2007), while injecting opportunities into mathematics lessons for developing students’ SRL skills like planning, monitoring, and self-reflection. These case studies provide the information needed for other math educators to do the same.

Authors

• Peggy P. Chen, Hunter College - CUNY

• Gail Swingler, Transit Tech Career and Technical Education High School

• Brock Burkett, Urban Assembly Maker Academy