Rusznak, SophieGötz, Stefan2025-12-042025-12-042025-12-01Teaching Mathematics and Computer Science, Vol. 23 No. 2 (2025) , 139-1601589-7389https://hdl.handle.net/2437/399460Self-regulation is a prerequisite to be able to set goals and to find suitable ways to reach them. Furthermore, it is an important ability which affects different areas of every day’s life. In educational context, self-regulation is often linked to self-regulated learning. The concept of self-regulated learning as well as key terms related to this topic such as problem-solving and modelling tasks will be discussed, while an emphasis lays on the role of the teacher. In this paper, a study on the attitudes of mathematics teachers towards self-regulated learning is presented. It focuses on teachers’ assessment of the possibility and limitations of self-regulated learning in mathematics lessons. It can be observed that most of the surveyed teachers try to incorporate self-regulatory processes in their teaching, but encounter difficulties related to various factors, such as their students, framework conditions, and the time required for such learning processes. Subject Classification: 97D10application/pdfmathematics educationself-regulated learningempirical qualitative researchmathematics teachers’ attitudesfolyóiratcikkOpen AccessSophie Rusznak, Stefan Götzhttps://doi.org/10.5485/TMCS.2025.15410Teaching Mathematics and Computer Science223Teach. Math. Comp. Sci.2676-8364