The factors that affect the preservice mathematics teachers’ self regulation strategies

Ozyildirim, Feride; Alkas, Cigdem; Özdemir, Elif Yetkin

doi:10.1016/j.sbspro.2011.04.332

Cited by 2 publications

(2 citation statements)

References 20 publications

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“…Students will feel happy and comfortable at school if teachers are able to create good personal relationship during learning activities at the class (Booker & Lim, 2018;Cheung, Cheung, & Hue, 2017;Djigic & Stojiljkovic, 2011). A teacher who can teach well facilitates the students to regulate themselves in learning (Özyildirim et al, 2011;Shahmohammadi, 2014). Classroom management plays a role in developing the dimensions of self-regulated learning, namely motivation, cognitive strategy, and resource management strategy.…”

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confidence: 99%

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Cahyani

Alsa

Ramdhani

et al. 2019

PJPP

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Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom management and mastery goals concurrently.

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Section: │ 119mentioning

confidence: 99%

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Cahyani

Alsa

Ramdhani

et al. 2019

PJPP

View full text Add to dashboard Cite

show abstract

“…The level of knowledge of teachers in the good category is influenced by the learning process that has been experienced by preservice mathematics teacher students, whereas if it enters the realm of content measurement and thinking skills in problem solving, especially at the cognitive level of creation, the knowledge of preservice mathematics teachers still needs to be improved [36]. This shows that the skill of using knowledge in solving non-routine problems requires the involvement of the ability to connect various concepts, experience involved in problem solving activities and complete prerequisite knowledge which is also influenced by the amount of time available for learning, the characteristics of the instructor and the content being studied [37]. Besides that, Narh-Kert and Ampadu [38] revealed that the factors that influence the ability of preservice teachers of mathematics are the way of conveying knowledge of mathematics, perceptions of mathematics as a subject, perceptions of teaching and learning mathematics and attitudes towards mathematics.…”

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confidence: 99%

Preservice mathematics teacher knowledge of higher order thinking skills

Nenohai,

Dao Samo,

Garak

et al. 2024

EduLearn

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This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacherabout HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.

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The factors that affect the preservice mathematics teachers’ self regulation strategies

Cited by 2 publications

References 20 publications

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Preservice mathematics teacher knowledge of higher order thinking skills

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