Influence of primary students' self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics.

The importance of learning technologies for mathematics education is increasing as new opportunities arise for mathematics education for all students, in school and at home. These so-called technology-enhanced learning environments (TELEs) incorporating technology with mathematical content are useful for developing mathematical knowledge and can simultaneously foster self-regulated learning (SRL) and motivational learning in mathematics. However, how do primary students' differences in their SRL and motivation affect their rating of the quality of mathematical TELEs? To answer this research question, we asked third and fourth-grade primary students (n = 115) to evaluate both their SRL, including metacognition and motivation, and the quality characteristics of the ANTON application, a frequently and intensively used TELE in Germany. Using a person-centered research approach by conducting a cluster analysis, we identified three SRL profiles of primary students--motivated self-learners, non-motivated self-learners, and average motivated non-self-learners--who differ in their ratings of the quality characteristics of the TELE (output variables). Our results highlight that motivated self-learners and non-motivated self-learners vary significantly in their rating of the adequacy of the TELE to their mathematical learning and highly but not significantly concerning the TELE's reward system. Moreover, differences existed between the motivated self-learners and the average motivated non-self-learners regarding their rating of the characteristic differentiation. Based on these findings, we assume that technical elements associated with adequacy, differentiation, and rewards of mathematical TELEs should be tailorable to the needs of individuals and groups of primary schoolchildren. [ABSTRACT FROM AUTHOR]