Abstract:

Self-regulated learning is a self-reflective and active learning process, through which the student plans, monitors, and evaluates their learning. Providing students with the essential methos and tools for learning fosters their development into self-regulated and self-efficacious individuals, which in turn, enhances their academic performance, especially in the subject of Mathematics (El-Adl & Alkharusi, 2020). The lack self-regulated learning strategies are associated with learning challenges in Mathematic, as it plays a crucial role in effective learning and problem solving (Corte et al., 2000).

This study aims to identify the self-regulated learning strategies used by students in context of Mathematic. We adopted a mixed methodology, using a case study with the aim identify and understand what the self-regulated learning strategies are used by students in context of Mathematic, reflecting on which are the strategies with the highest and lowest prevalence of adoption and in which pedagogical intervention is necessary (namely, those that prove to be less adopted).

This case study was done with a class of 21 students in the 8th grade of Basic Education in Portugal. A questionnaire, based on literature (Zimmerman, 2000, 2002, 2013; Zimmerman & Schunk, 2011), organized by 17 closed-response items and 8 open-response items was applied to identify the self-regulated learning strategies mentioned by students. The open responses aim to collect more detailed information about these strategies used in mathematics, for example: the structure of the study place and which educational supports students resort to most frequently.

A statistical analysis of the closed responses was conducted, and the content analysis method was adopted to analyze the open responses, based on categories defined by Zimmerman (2013) and Pedrosa (2022), with adaptations to fit the studied context. Additionally, new categories relevant to the data obtained are included.

From the analysis conducted, the following self-regulated learning strategies were considered predominant: the seeking social/educational assistance, mainly with teachers and other individuals (peers, familiars, and others), the make class records (copy the material displayed on the board into the notebook) and the structure of the psychological environment. Additionally, beyond these self-regulated learning strategies, further less relevant examples were also mentioned: Seeking information; Monitoring and the Structure of the physical environment.

We conclude that is a need to design pedagogical interventions that encourage the development of methods that promote the use of self-regulated strategies learning, particularly the less mentioned.

Acknowledgments:
This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UIDB/00194/2020.
(Blinded for review) work is funded in the scope of the framework contract foreseen in the numbers 4, 5 and 6 of the article 23, of the Decree-Law 57/2016, of August 29, changed by Law 57/2017, of July 19.

Keywords:

Mathematics, Self-regulated Learning, Learning Strategies, Basic Education.