摘要：Learning strategies are indispensable tools for autonomous and self-regulated learning. The objective of this research is to identify differences in the use of learning strategies in the area of mathematics in 8th and 9th grade, that is, in the transition from Middle School to Junior High School. The research has been conducted in different schools located in the Basque Country (Spain) and collects data from 403 students (8th and 9th graders) using the Motivated Strategies for Learning Questionnaire (MSLQ), adapted to the study of mathematics. The findings show statistically significant differences in favour of 9th grade students in the employment of organization, metacognition and help seeking strategies. The effect-size is between weak and moderate.
关键词：Math education;learning strategies;middle school;junior high school
