Abstract
The purpose of this study was to investigate students’ discourse in learning mathematics while engaging with the self-regulated learning (SRL) strategies, particularly the cognitive learning strategies. Participants in this study were a group of Year 9 students in a secondary school in the East of England.The data consisted of video recording of students’ group work sessions at the end of the mathematics lesson. The sessions were video recorded, the original work of the students was collected and field notes were taken. This was followed by the data analysis, whereby the data was analysed for the effectiveness and productiveness of students’ communication and their engagement with the cognitive learning strategies. The Sfard&Kieran's discourse analysis model was employed to analyse students’ communication and Pintrich's SRL strategies framework was used to analyse students’ cognitive learning strategies. The findings from this study showed that students were involved fully in an effective and productive discourse and engaged with the components of cognitive learning strategies.
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