The Impact of Self-Regulatory Teaching Strategies on "At-Risk" Preschoolers' Mathematical Learning in a Computer-Mediated Environment

Alison Elliott and Neil Hall
Journal of Computing in Childhood Education, Vol 8, No 2/3, p. 187-198

The important role of metacognitions in successful mathematical problem solving is acknowledged. However, enhancing metacognitive strategy use in young children, especially those with learning difficulties, is problematic. This study sought to examine the effects of a self-regulatory teaching approach situated in a computer context on the mathematics learning of at-risk preschoolers. It was hypothesized that participation in computer-based activities emphasizing development of self-regulatory strategies would result in greater mathematical competence than would participation in activities without a self-regulatory emphasis. Fine-grained examinations of children's mathematical problem solving focused on the extent to which learners employed self-regulatory strategies. Results indicated that computer-based contexts provided "at-risk" children with an effective context for learning mathematics and that enhancement of that context with self-regulatory teaching emphasis resulted in significantly increased achievement in early mathematics.

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Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
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