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Self-regulation in learning mathematics online: Implications for supporting mathematically gifted students with or without learning difficulties
Date Issued
2014
Publisher
Informa UK Limited
ISSN
1533-2276
2470-9565
Citation
Gifted and Talented International, 2014, vol. 29(1-2), pp. 113-123.
Type
Peer Reviewed Journal Article
Abstract
This article reviews relevant literature that addresses the issue of self-regulated online mathematics learning for mathematically gifted students. The definition of self-regulated learning is explored, together with a discussion of its important role in online mathematics education. The evidence strongly supports the value of online learning as a medium for advancing mathematical development not only in gifted students but in all students and at all ages. This mode of engaging with mathematics has a vital role to play in involving students actively in their own learning. The implications for supporting gifted students, including those with learning difficulties, are identified.
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