RT info:eu-repo/semantics/article
T1 Self-regulation of primary school teachers in initial training when solving mathematical problems in cooperative learning contexts
A1 Landa, Josune
A1 Berciano, Ainhoa
A1 Marbán, José M.
K1 Self-regulation of learning
K1 Mathematical problem-solving
K1 Mathematics education
K1 Primary education grade
K1 Cooperative learning
K1 58 Pedagogía
AB 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.
PB Modestum
SN 1306-3030
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/81071
UL https://uvadoc.uva.es/handle/10324/81071
LA eng
NO Landa, J., Berciano, A., & Marbán, J. M. (2025). Self-regulation of primary school teachers in initial training when solving mathematical problems in cooperative learning contexts. International Electronic Journal of Mathematics Education, 20(2), em0813. https://doi.org/10.29333/iejme/15817
NO Producción Científica
DS UVaDOC
RD 23-ene-2026