DEVELOPING LEARNING SOFTWARE FOR THE SELF-REGULATED LEARNING OF MATHEMATICS Bastian Frithjof Benz Pedagogical Psychology, Institute of Psychology, University of Technology Darmstadt Alexanderstrasse 10, 64283 Darmstadt, Germany Svetlana Polushkina Didactics of Mathematics, Institute of Mathematics, University of Technology Darmstadt Schlossgartenstrasse 7, 64289 Darmstadt, Germany Bernhard Schmitz Pedagogical Psychology, Institute of Psychology, University of Technology Darmstadt Alexanderstrasse 10, 64283 Darmstadt, Germany Regina Bruder Didactics of Mathematics, Institute of Mathematics, University of Technology Darmstadt Schlossgartenstrasse 7, 64289 Darmstadt, Germany ABSTRACT The outlined project is concerned with developing adaptive and interactive software promoting competence-oriented mathematics education through external support of problem solving and self-regulated learning. First, a classification of the various kinds of scaffolds and feedback with respect to the phases and systems of self-regulated learning is proposed. Second, essential quality criteria for learning software for mathematics are listed. Finally, the three constituting levels of the learning software constructed in the project are presented. KEYWORDS Adaptive and interactive learning software, mathematics education, scaffolding, self-regulated learning 1. INTRODUCTION International studies on school learning, like PISA (Program for International Student Assessment, Prenzel et al. - 2006), have revealed a number of issues on mathematics education and self-regulated learning. Regarding mathematics education, for example in German schools, students have on average shown considerable weaknesses with mathematical modelling and problem solving. Furthermore, the studies delivered evidence for the advantages of students, who are able to self-regulate their learning, in comparison to those, who are lacking the competence. Therefore in our project, we aim at developing adaptive and interactive learning software promoting competence-oriented mathematics education through external support of problem solving and self-regulated learning. The latter will be realized through adaptive scaffolding and individualized feedback. Based on the analysis of different approaches to offering external support to the learner, a classification of the various kinds of scaffolds and feedback with respect to the phases and systems of self-regulated learning was developed. This classification allows for a systematic investigation of the types of system-learner interactions supporting the learner in the most appropriate way. ISBN: 978-972-8924-42-3 © 2007 IADIS 200