RUME 28
2026
Alexandria, Virginia
Self-Reported Student Experiences in a Combined Pre-Service Elementary Education Teacher and STEM Major Quantitative Reasoning Course
Page: 1367
This study aims to better understand student learning experiences reported in reflective portfolio assignments. Our study context is a quantitative reasoning course geared toward elementary education majors and STEM majors in which we collected end-of-semester portfolios. We are interested in how portfolios reveal students’ self-regulated learning (SRL), which includes processes of self-motivation beliefs, self-control, and self-reaction. Thematic analysis of student writing revealed experiences relevant to these processes such as mindset shifts, a sense of creativity, and productive struggle. Insights gained from this study can provide us with information about the impact of teaching practices on student experiences from varying backgrounds, as well as the benefits of reflective assignments.