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Associations of Students' Beliefs With Self-Regulated Problem Solving in College Algebra.

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Title: Associations of Students' Beliefs With Self-Regulated Problem Solving in College Algebra.
Authors: Cifarelli, Victor1, Goodson-Espy, Tracy2, Jeong-Lim Chae1
Source: Journal of Advanced Academics. Winter2010, Vol. 21 Issue 2, p204-232. 29p. 3 Charts.
Subject Terms: *Student attitudes, *Tutors & tutoring, *Problem solving, *Learning, *Teaching aids, Algebra problems & exercises, Heuristic
Abstract: We examined the associations between the expressed mathematical beliefs of students and their self-regulated actions in solving mathematics problems. We conducted surveys and interviews that focused on students' self-regulated problem solving and identified students' self-reported beliefs about mathematics. Our findings suggest that even though students may possess rigid instrumental views about mathematics, they may still be able to achieve success by incorporating some general heuristics into their problem solving if they have first broadened their definition of mathematics to legitimize such activity. Instructional activities that allow students opportunities to share and defend their ideas for solving particular problems prior to actually solving them help students develop self-advocacy and contribute to a proactive sense of agency. Students need support to develop as self-regulated problem solvers. This can be achieved through coaching and one-on-one tutoring; however, it is difficult to achieve in classroom practice. For students to broaden their view of mathematics and what their role as a mathematical problem solver can be, they must be provided with ample problem-solving opportunities. Encouraging students to reflect on their problem solving helps promote the monitoring and assessment necessary for self-regulated learning to occur. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Associations of Students' Beliefs With Self-Regulated Problem Solving in College Algebra.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Advanced+Academics%22">Journal of Advanced Academics</searchLink>. Winter2010, Vol. 21 Issue 2, p204-232. 29p. 3 Charts.
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  Data: We examined the associations between the expressed mathematical beliefs of students and their self-regulated actions in solving mathematics problems. We conducted surveys and interviews that focused on students' self-regulated problem solving and identified students' self-reported beliefs about mathematics. Our findings suggest that even though students may possess rigid instrumental views about mathematics, they may still be able to achieve success by incorporating some general heuristics into their problem solving if they have first broadened their definition of mathematics to legitimize such activity. Instructional activities that allow students opportunities to share and defend their ideas for solving particular problems prior to actually solving them help students develop self-advocacy and contribute to a proactive sense of agency. Students need support to develop as self-regulated problem solvers. This can be achieved through coaching and one-on-one tutoring; however, it is difficult to achieve in classroom practice. For students to broaden their view of mathematics and what their role as a mathematical problem solver can be, they must be provided with ample problem-solving opportunities. Encouraging students to reflect on their problem solving helps promote the monitoring and assessment necessary for self-regulated learning to occur. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1932202X1002100203
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        Text: English
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      – SubjectFull: Tutors & tutoring
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      – SubjectFull: Problem solving
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      – SubjectFull: Learning
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      – SubjectFull: Teaching aids
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      – SubjectFull: Algebra problems & exercises
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      – SubjectFull: Heuristic
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      – TitleFull: Associations of Students' Beliefs With Self-Regulated Problem Solving in College Algebra.
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              Text: Winter2010
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