Teaching for self-regulation of mathematical learning
A report written in two phases (RE), with teacher feedback between the two phases - Classroom episodes
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There are assessment practices of secondary school mathematics teachers who contribute to the promotion of self-regulatory attitude of the student, given their mathematical learning. In teaching practice developed by the teacher, the assessment practice is particularly important. It is through evaluation that the teacher collects the information that allows it to assess the progress of students in the discipline and, in particular, diagnose problems and weaknesses in the development of learning and their work, checking the need (or not) to change its planning and his didactic action. In genera...
There are assessment practices of secondary school mathematics teachers who contribute to the promotion of self-regulatory attitude of the student, given their mathematical learning. In teaching practice developed by the teacher, the assessment practice is particularly important. It is through evaluation that the teacher collects the information that allows it to assess the progress of students in the discipline and, in particular, diagnose problems and weaknesses in the development of learning and their work, checking the need (or not) to change its planning and his didactic action. In general, the autoregulation of performance is ensured by metacognitive strategies. By promoting mathematics efficacy and self-assessment, Teacher stood on developing domain capabilities of mathematical knowledge, properties, concepts and organization of complete responses with appropriate language, simultaneously with the development of individualized and diversified teaching practices. In RE, to promote self-regulation, Teacher sought to assess the depth of field of mathematical knowledge and identified errors and difficulties.
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