Objective:

The paper aims at devising teaching resources for teachers’ guidance of adolescents’ study activity.

Method:

Following a system approach the authors starts by constructing a theoretical framework to lead study activity self-control in Mathematics learning. Survey and lesson supervising were used to assess the introduction of the devised teaching resources.

Results:

The main finding is the proposal of teaching resources for leading self-regulation of the learning activity.

Conclusions:

The self-regulation of the Mathematics learning activity, as a non-spontaneous process, should be figured out during lesson planning on the basis of study activity guidance and control, corresponding to the teaching objective and the learning goals previously set, stimulating self-reflection, self-assessment, self-observation, and self-control.

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