Mathematics subject occupies important position in school curriculum in India with the objective of developing logical thinking which further leads to development of higher order thinking. It has been observed that the students solve mathematics problems but lack to explain the reason which is probably because of memory learning without reasoning and critiquing.
Mathematical thinking has been characterized as the thinking involved in studying patterns, making conjectures, and justifying generalities. (Mason et al., 1985; Schoenfeld, 1992b). Mathematical thinking is not about the subject matter; it is the thinking from which mathematical processes emerge that should be promoted by teaching learning method.
Constructivists believe that learning is a constructive process in which the learner is building an internal illustration of knowledge, a personal interpretation of experience. The learner creates his/her own knowledge and finds ways to learn. Therefore learning takes place as per each individual’s ability and learning style. The self-regulated learning gives the idea of the process of taking control of and evaluating own learning and behaviour. A self-regulated learning consists of four main strategies namely cognitive strategies, meta-cognitive strategies, management strategies and motivational strategies.
In the present study the researcher made efforts to develop the activities based on the SRL strategies for mathematics. The present study is of experimental type in which quasi experimental design has been used. After selecting two schools located in same area the entire class of 5th grade from each school was considered as sample using cluster-sampling technique. Total seventy two students of grade fifth were involved in the study with thirty six from each school. The data has been analysed using Analysis of Covariance and further the effect size was calculated to study the effectiveness of the programme based on self-regulated strategies.