Using Video as a Retrospective Tool to Understand Self-Regulated Learning in Mathematical Problem Solving

Using Video as a Retrospective Tool to Understand Self-Regulated Learning in Mathematical Problem Solving

I-Pei Tung (McGill University, Canada) and Kevin Chin (McGill University, Canada)
Copyright: © 2011 |Pages: 16
DOI: 10.4018/978-1-61692-901-5.ch012
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Abstract

This chapter presents a novel approach that combines self-regulated learning (SRL) with Activity Systems Theory (AST). While SRL focuses primarily on individual cognitive and social aspects, it does not address sociocultural factors that inherently play a role in learning processes. The combination of SRL and AST is effective due to the central role that feedback plays in both theories. The viability of this approach is tested with data collected from Canadian secondary school-level students engaged in mathematical problem solving (MPS) using video as a retrospective feedback tool. Analysis using this theoretical framework based on SRL and AST provides a richer understanding of how video can contribute to learning within technology-enhanced learning environments (TELEs). Based on these findings, suggestions for implementation are provided for educators who would like to effectively use video in classroom situations.

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