| 1 | To be able to explain the basic principles, the starting points of self-regulation perspectives in the literature, trends that had been affected by and the effects of these to mathematics education |
| 2 | To be able to know the classification of self-regulation in the literature, to explain the differences between the classifications and to discuss about the suitability of these self-regulation types to mathematics education |
| 3 | To determine the differences of domestic and foreign publications about self-regulation, to inquiry the moethods, content , originality of these publications, to deduce which studies on self-regulation are at the forefront of the others. |
| 4 | To be able to associate self-regulation with Mathematics Curriculum, to produce creative ideas to the question: How can self-regulation be integrated for better mathematics education (collaborative learning, thinkalouds, technology, Project activity, history of mathematics etc.). |
| 5 | To be able to do original studies about self-regulation by considering the studies in the literature. |