Vol. 23 No. 2 (2025)

Articles

Self-regulated learning in mathematics lessons at secondary level

Published:

2025-12-01

https://doi.org/10.5485/TMCS.2025.15410

Authors

Sophie Rusznak,

University of Vienna, Austria

Stefan Götz

University of Vienna, Austria

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Keywords

mathematics education self-regulated learning empirical qualitative research mathematics teachers’ attitudes

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Copyright (c) 2025 Sophie Rusznak, Stefan Götz

This work is licensed under a Creative Commons Attribution 4.0 International License.

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Rusznak, S., & Götz, S. (2025). Self-regulated learning in mathematics lessons at secondary level. Teaching Mathematics and Computer Science, 23(2), 139-160. https://doi.org/10.5485/TMCS.2025.15410

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Abstract

Self-regulation is a prerequisite to be able to set goals and to find suitable ways to reach them. Furthermore, it is an important ability which affects different areas of every day’s life. In educational context, self-regulation is often linked to self-regulated learning. The concept of self-regulated learning as well as key terms related to this topic such as problem-solving and modelling tasks will be discussed, while an emphasis lays on the role of the teacher. In this paper, a study on the attitudes of mathematics teachers towards self-regulated learning is presented. It focuses on teachers’ assessment of the possibility and limitations of self-regulated learning in mathematics lessons. It can be observed that most of the surveyed teachers try to incorporate self-regulatory processes in their teaching, but encounter difficulties related to various factors, such as their students, framework conditions, and the time required for such learning processes.

Subject Classification: 97D10

References

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