Self-regulation of mathematical knowledge and skills

In this chapter we define self-regulation as a component of adaptive competence in mathematics, dealing thus with the first component of the CLIA-model. Epistemic and motivational beliefs related to mathematics constitute another aspect of adaptive competence, but evidence shows that they are narrowly related with self-regulated learning. Therefore, a separate section addresses the role of beliefs in self-regulation. In the next section we focus on the second component of the CLIA-model, namely learning and development of cognitive and motivational self-regulation skills, and of related beliefs under existing educational/instructional conditions. It is argued that self-regulation is a major characteristic of productive mathematics learning. The intervention component of the CLIA-model focusing on teaching self-regulatory skills is given substantial attention in the following section. Effects of (novel) learning environments in primary and secondary school classrooms on self-regulation skills as well as on epistemic and motivational beliefs are looked at. The last section addresses implications for educational practice and directions for future research.