The purpose of this study is to find out the impact of self-regulation instruction on fractions and decimal numbers on academic achievement and attitude towards mathematics in elementary school program in Turkey. The subjects of the study were fourth year elementary school students (N=60). Zimmerman, Bonner and Kovach’s (1996) model related to selfregulation instruction was adapted to fraction and decimal numbers teaching activities and carried out for six weeks during the academic year. Self-regulated learning instruction was implemented in the experimental group. The results in the study suggested that the students in the experimental group had higher academic achievement on fraction and decimal numbers, and attitude scores in mathematics than the control group.

Keywords: Self-regulation, academic achievement, attitude, elementary school mathematics, fractions and decimal numbers