The Effect of Self-regulated Learning on Mathematical Communication Ability in Prospective Elementary School Teachers

Every mathematics teacher, especially those teaching in elementary school should have mathematical communication ability. If the teacher do not have good mathematical communication ability, then the students may not understand mathematical concepts. In addition, being a teacher will always learn new things every day. Therefore, self-regulated learning is needed to have by elementary school teachers. This study will explain how self-regulated learning affects mathematical communication ability on prospective elementary schools teachers. To do so, we used quantitative method with correlational design. Forty-seven prospective elementary school teachers participated in this study. Data analysis was carried out quantitatively by using correlation and regressions analyses. The research results provide an overview of correlation and regression that can be used as a reference for future research on this topic.