Contribution to the Development of Self-Regulated Learning through Merging Music and Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).

Autor/in	Stevenson-Milln, Carolyn
Institution	Mathematics Education Research Group of Australasia
Titel	Contribution to the Development of Self-Regulated Learning through Merging Music and Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Children; Learning Strategies; Independent Study; Skill Development; Mathematics Skills; Intervention; Teaching Methods; Mathematics Instruction; Play; Games; Integrated Activities; Interdisciplinary Approach; Outcomes of Education; Foreign Countries; Mathematics Activities; Music Activities; South Africa + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbststudium; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Spiel; Game; Spiele; Integrierender Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernleistung; Schulerfolg; Ausland; Musikalische Aktion; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on a study into pre-school children's self-regulated learning. Analysis is provided through findings taken from a larger study, the core aim of which was to contribute to developing and strengthening self-regulated learning competencies through merging Traditional African music and mathematics. An Action-Research-embedded-in-Design-Research approach was employed to design and implement this new mode of learning. Enactivism, the basic assumptions of which are shared understanding and joint action through engagement, provided the theoretical framework. Findings suggested that the intervention contributed to an increased ability to attend to tasks through watching, listening and self-initiation of the relevant actions. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01