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Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms

Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms

Chiu-Pin Lin, Su-Jian Yang
Copyright: © 2021 |Volume: 11 |Issue: 4 |Pages: 19
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781799862130|DOI: 10.4018/IJOPCD.2021100101
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MLA

Lin, Chiu-Pin, and Su-Jian Yang. "Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms." IJOPCD vol.11, no.4 2021: pp.1-19. http://doi.org/10.4018/IJOPCD.2021100101

APA

Lin, C. & Yang, S. (2021). Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms. International Journal of Online Pedagogy and Course Design (IJOPCD), 11(4), 1-19. http://doi.org/10.4018/IJOPCD.2021100101

Chicago

Lin, Chiu-Pin, and Su-Jian Yang. "Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms," International Journal of Online Pedagogy and Course Design (IJOPCD) 11, no.4: 1-19. http://doi.org/10.4018/IJOPCD.2021100101

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Abstract

This study uses the knowledge structure of the adaptive learning platform to explore the model of elementary school students' self-regulated learning of mathematics. The research objects are 85 students who are in grade five. In the two experimental groups, students are divided into groups to carry out scaffold-support self-regulated learning and experimental teaching. The control group conducts traditional teaching. The results of the study show that: 1) The self-regulated learning model supported by multiple scaffolding performs better than the traditional teaching models in learning mathematics. And it is also superior to the traditional narrative of only teaching materials provided by the digital learning platform. 2) The learning performance of high achievement students is higher in Experimental Group 1 compared to all the other groups. 3) Students in Experimental Group 1 have more confidence in themselves as compared to those of Experimental Group 2 with regards to these five aspects including self-regulated learning/planning, self-monitoring, evaluation, reflection, and effort.

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