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Self-Regulation of Primary School Teachers in Initial Training When Solving Mathematical Problems in Cooperative Learning Contexts

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Title: Self-Regulation of Primary School Teachers in Initial Training When Solving Mathematical Problems in Cooperative Learning Contexts
Language: English
Authors: Josune Landa (ORCID 0009-0009-9683-2023), Ainhoa Berciano (ORCID 0000-0001-7399-4745), José M. Marbán (ORCID 0000-0002-6561-6784)
Source: International Electronic Journal of Mathematics Education. 2025 20(2).
Availability: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Elementary School Teachers, Self Management, Preservice Teacher Education, Mathematics Instruction, Problem Solving, Cooperative Learning, Program Effectiveness, Foreign Countries, Self Efficacy, Student Attitudes, Ethics, Social Environment
Geographic Terms: Spain
ISSN: 1306-3030
Abstract: The development of high levels of mathematical competence at an early age is a good predictor of academic success at higher levels of the education system. In this sense, the initial training of primary school teachers and, in particular, the achievement of high levels of self-regulation when solving mathematical problems is crucial to achieve this goal. The aim of this study is to evaluate the impact of a teaching-learning proposal based on the principles of cooperative learning on the level of self-regulation exhibited by primary education students when faced with mathematical problems. The study was carried out on a sample of 117 students in the first year of the University of the Basque Country's primary education degree using a scale validated for this purpose with good psychometric properties as an instrument for measuring levels of self-regulation. The results obtained show that the students' level of self-regulation improves significantly after implementation. Likewise, differences are observed from the perspective of the gender of the participants in relation to the attitude towards the statement of a mathematical problem and the ability to ask for help.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469710
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1469710
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  Data: Self-Regulation of Primary School Teachers in Initial Training When Solving Mathematical Problems in Cooperative Learning Contexts
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  Data: <searchLink fieldCode="AR" term="%22Josune+Landa%22">Josune Landa</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-9683-2023">0009-0009-9683-2023</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ainhoa+Berciano%22">Ainhoa Berciano</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7399-4745">0000-0001-7399-4745</externalLink>)<br /><searchLink fieldCode="AR" term="%22José+M%2E+Marbán%22">José M. Marbán</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6561-6784">0000-0002-6561-6784</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Mathematics+Education%22"><i>International Electronic Journal of Mathematics Education</i></searchLink>. 2025 20(2).
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  Data: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Environment%22">Social Environment</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 1306-3030
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The development of high levels of mathematical competence at an early age is a good predictor of academic success at higher levels of the education system. In this sense, the initial training of primary school teachers and, in particular, the achievement of high levels of self-regulation when solving mathematical problems is crucial to achieve this goal. The aim of this study is to evaluate the impact of a teaching-learning proposal based on the principles of cooperative learning on the level of self-regulation exhibited by primary education students when faced with mathematical problems. The study was carried out on a sample of 117 students in the first year of the University of the Basque Country's primary education degree using a scale validated for this purpose with good psychometric properties as an instrument for measuring levels of self-regulation. The results obtained show that the students' level of self-regulation improves significantly after implementation. Likewise, differences are observed from the perspective of the gender of the participants in relation to the attitude towards the statement of a mathematical problem and the ability to ask for help.
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  Data: 2025
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  Data: EJ1469710
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Ethics
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      – SubjectFull: Social Environment
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      – SubjectFull: Spain
        Type: general
    Titles:
      – TitleFull: Self-Regulation of Primary School Teachers in Initial Training When Solving Mathematical Problems in Cooperative Learning Contexts
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            NameFull: Josune Landa
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            NameFull: Ainhoa Berciano
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            NameFull: José M. Marbán
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              Type: published
              Y: 2025
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