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- W2120803441 abstract "The purpose of this study is to investigate the relationship between selfregulated learning (SRL) and mathematical discourse. The study involved a group of Year 9 students in the East of England engaged in mathematical tasks. Analysis on the students’ interactions was carried out employing two types of analytical tools: Pintrich’s (1999) model of selfregulated learning strategies, with particular attention to the rehearsal strategies, and Sfard and Kieran’s (2001) discourse analysis framework. The findings show the emergence of key mathematical concepts during the engagement with SRL strategies have positive impact in producing an effective and productive discourse among the group members." @default.
- W2120803441 created "2016-06-24" @default.
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- W2120803441 date "2010-01-01" @default.
- W2120803441 modified "2023-09-25" @default.
- W2120803441 title "Analysis of classroom interaction from the combined view of self-regulating strategies and discourse analysis: What can we learn?" @default.
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