Term
Fall 2018
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Trish Harvey
Content Expert
Betsey Powell
Abstract
Social emotional learning has recently been at the forefront of many educational discussions because of its link with children’s academic success (Weissberg & Cascarino, 2013). Since mathematics is a cumulative subject, students who struggle to self-regulate and self-advocate at a young age will spend less time on task and be at risk to fall behind their peers academically. The research question addressed in this project was: how can social emotional learning strategies around self-regulation and self-advocacy be integrated into mathematics instruction at the fifth-grade level? An extensive literature review revealed that a strong student-teacher relationship and a plan to set goals are two of the most important strategies for social emotional growth. The final project integrates research recommendations to create a curriculum of 15 morning meetings to be used in a fifth grade mathematics classroom. These meetings utilize strategies from both the Responsive Classroom and Social Thinking programs to build a positive classroom community centered around mathematics.
Project Type
Curriculum
Keywords
Community Building, Mathematics
Recommended Citation
Loynachan, Courtney, "Self-Regulation and Self-Advocacy Skills in a Fifth Grade Mathematics Classroom" (2018). School of Education and Leadership Student Capstone Projects. 256.
https://digitalcommons.hamline.edu/hse_cp/256
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects