Self-regulation - as a means of enriching the regulatory and mental experience in teaching mathematics

Abstract

The paper considers intellectual self-regulation, enrichment of regulatory and mental experience in teaching mathematics, and is designed to be implemented with the help of certain skills adequate to the study information taught in the course of algebra of grades 7-9, and it is proved that the definition introduced reveals the composition of students in teaching algebra , using the general concept and taking into account the specific nature of algebra as an academic subject.