Date of Final Oral Examination (Defense)
Type of Culminating Activity
Master of Science in STEM Education
Curriculum, Instruction, and Foundational Studies
Michelle Carney, Ph.D.
Keith W. Thiede, Ph.D.
A.J. Zenkert, Ed.D.
Problem solving is an aspect of mathematics that often proves difficult for many learners. The difficulty not always founded in a lack of mathematical knowledge, but also in the lack of experience to effectively activate existing knowledge, self-monitor, and reflect during problem-solving (Schoenfeld, 1992). This study investigated how primary teachers’ application of explicit instruction in the use of self-regulated learning (SRL) strategies affect students’ (a) regulation of cognition (ROC) (b) and influence ability to solve whole number addition and subtraction problems in contextual settings. A quasi-experimental group design was used with a sample of first-and third-grade participants. SRL strategies were embedded in daily problem-solving activities, including SRL checklists and self-questioning verbalizations. Pre/post, measures quantified ROC and whole number addition and subtraction responses. A two-way ANOVA was conducted to compare performance scores between treatment and comparison groups. The results indicate no differences in the overall performance of the study variables for grade one and grade three participants. The findings of this study and recommendations for further research will follow.
Foote, Susanne, "What About Mathematical Metacognition?" (2018). Boise State University Theses and Dissertations. 1384.