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Article: Self-regulation in learning Mathematics online: Implications for supporting mathematically gifted students with or without learning difficulties

TitleSelf-regulation in learning Mathematics online: Implications for supporting mathematically gifted students with or without learning difficulties
Authors
KeywordsGifted students
Online learning
Self-regulated learning strategies
Issue Date2014
PublisherWorld Council for Gifted & Talented Children. The Journal's web site is located at http://www.world-gifted.org/Publications/GnTI-Journal
Citation
Gifted and Talented International, 2014, v. 29 n. 1-2, p. 113-123 How to Cite?
AbstractThis aricle 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.
Persistent Identifierhttp://hdl.handle.net/10722/216047
ISSN

 

DC FieldValueLanguage
dc.contributor.authorFung, JJY-
dc.contributor.authorYuen, MT-
dc.contributor.authorYuen, AHK-
dc.date.accessioned2015-08-21T13:50:50Z-
dc.date.available2015-08-21T13:50:50Z-
dc.date.issued2014-
dc.identifier.citationGifted and Talented International, 2014, v. 29 n. 1-2, p. 113-123-
dc.identifier.issn1533-2276-
dc.identifier.urihttp://hdl.handle.net/10722/216047-
dc.description.abstractThis aricle 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.-
dc.languageeng-
dc.publisherWorld Council for Gifted & Talented Children. The Journal's web site is located at http://www.world-gifted.org/Publications/GnTI-Journal-
dc.relation.ispartofGifted and Talented International-
dc.subjectGifted students-
dc.subjectOnline learning-
dc.subjectSelf-regulated learning strategies-
dc.titleSelf-regulation in learning Mathematics online: Implications for supporting mathematically gifted students with or without learning difficulties-
dc.typeArticle-
dc.identifier.emailYuen, MT: mtyuen@hku.hk-
dc.identifier.emailYuen, AHK: hkyuen@hku.hk-
dc.identifier.authorityYuen, MT=rp00984-
dc.identifier.authorityYuen, AHK=rp00983-
dc.identifier.hkuros246840-
dc.identifier.hkuros251083-
dc.identifier.volume29-
dc.identifier.issue1-2-
dc.identifier.spage113-
dc.identifier.epage123-
dc.publisher.placeUnited States-

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