<![CDATA[Learner diversity in primary mathematics requires instructional decisions that account for differences in how students regulate their learning. This study aimed to map fifth-grade students’ mathematics-specific self-regulated learning (SRL) profiles and examine their implications for differentiated curriculum and instruction. A qualitative study was conducted with 48 fifth-grade students at one public elementary school in Bogor City, Indonesia. Data were collected through an SRL questionnaire, classroom observations, semi-structured interviews, and documentation. The data were analyzed iteratively through deductive and inductive coding, within-case analysis, and cross-case analysis. Three recurring profiles emerged: strategic and self-directed learners, motivated but inconsistently regulated learners, and emerging and support-dependent learners. The profiles differed in monitoring, strategy adaptation, persistence, emotional regulation, and reliance on external support when mathematical tasks became challenging. The findings suggest that these profiles can inform differentiated mathematics instruction through adjustments to scaffolding, learner autonomy, formative feedback, monitoring prompts, and reflective activities while maintaining common curricular goals. Further research is needed to examine the transferability of these profiles and the effectiveness of profile-informed instructional approaches.]]>
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