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Self-Regulation in Learning Mathematics Online: Implications for Supporting Mathematically Gifted Students with or without Learning Difficulties

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  • Joyce J Y Fung
  • Mantak Yuen
  • Allan H K Yuen

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.

Suggested Citation

  • Joyce J Y Fung & Mantak Yuen & Allan H K Yuen, 2014. "Self-Regulation in Learning Mathematics Online: Implications for Supporting Mathematically Gifted Students with or without Learning Difficulties," Gifted and Talented International, Taylor & Francis Journals, vol. 29(1-2), pages 113-123, March.
    • Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:113-123
    DOI: 10.1080/15332276.2014.11678434
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