Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning

Recently, research considering SRL among primary school students has increased since it has been acknowledged that even young students can regulate their learning. However, in-depth and longitudinal information regarding upper primary school children's SRL is still lacking, especially of students at risk of school failure. Through a longitudinal multiple case study eight at-risk students were followed during two successive school years by using think-aloud protocols (six measurement occasions). The results confirm that at-risk upper primary students do engage in SRL, however on a rather superficial level. Moreover, their strategy use remained rather stable over time. Furthermore, differential results in the Sudoku and text studying task confirm that SRL can vary across tasks and domains. Regarding the assessment of SRL, the current study illustrates that think-aloud protocols are valuable tools to provide in-depth information, while also indicating the need for a multi-method design, especially in order to grasp motivational aspects of SRL

Developing shift problems to foster geometrical proof and understanding

Meaningful learning of formal mathematics in regular classrooms remains a problem in mathematics education. Research shows that instructional approaches in which students work collaboratively on tasks that are tailored to problem solving and reflection can improve students’ learning in experimental classrooms. However, these sequences involve often carefully constructed reinvention route, which do not fit the needs of teachers and students working from conventional curriculum materials. To help to narrow this gap, we developed an intervention—‘shift problem lessons’. The aim of this article is to discuss the design of shift problems and to analyze learning processes occurring when students are working on the tasks. Specifically, we discuss three paradigmatic episodes based on data from a teaching experiment in geometrical proof. The episodes show that is possible to create a micro-learning ecology where regular students are seriously involved in mathematical discussions, ground their mathematical understanding and strengthen their relational framework