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Zimmerman, B. J. (2001). Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 1-37). Hillsdale, MI: Erlbaum.

has been cited by the following article:

• TITLE: Improving the Students’ Creativity in Chinese Mathematics Classrooms

  AUTHORS: Chunli Zhang, Jiaqi Wu, Li Cheng, Xintong Chen, Xiaochen Ma, Yanru Chen

  KEYWORDS: Creativity, Creative Teaching, Chinese Mathematics Classroom

  JOURNAL NAME: Creative Education, Vol.11 No.9, September 11, 2020

  ABSTRACT: This paper probes into qualities aiming at improving students’ creativity in mathematics learning and attempts to share Chinese experience of mathematical teaching. Based on the “Youth Innovation Competence Model”, we put forward six principles of mathematics creative teaching as follows:1) encourage creative thinking; 2) make full use of representations and transformation of mathematical knowledge; 3) establish motivation, self-efficacy, and self-concept within students; 4) help students become self-regulated; 5) promote group interactions; and 6) implement open learning environment. With the utilization of six principles in mathematical teaching in Chinese classroom, the lessonUnderstanding of Long Cuboid and Cubeof fifth grade shows that these principles can be perfectly implemented in driving problem, anchor task, and diagnostic assignment in mathematical teaching. Most importantly, students’ competenceininnovation is greatly improved.