المؤلفون: Christian T. Doabler (ORCID 0000-0002-8074-4311), Ben Clarke, Derek Kosty (ORCID 0000-0002-9792-3383), Marah Sutherland (ORCID 0000-0002-6108-8515), Jessica E. Turtura, Allison R. Firestone (ORCID 0000-0003-0290-1788), Georgia L. Kimmel (ORCID 0000-0001-7649-3073), Patrick Brott, Tasia L. Brafford, Nancy J. Nelson Fien (ORCID 0000-0002-9434-4888), Keith Smolkowski (ORCID 0000-0003-2565-3297), Kathleen Jungjohann

المصدر: Grantee Submission. 2022.

تمت مراجعته من قبل الزملاء: Y

Page Count: 50

Sponsoring Agency: National Science Foundation (NSF)

الواصفات: Measurement, Statistical Analysis, Grade 2, Elementary School Students, At Risk Students, Mathematics Skills, Intervention, Mathematics Achievement, Numeracy, Program Effectiveness, Mathematical Concepts, Concept Formation, Blended Learning, Educational Technology, Problem Solving, STEM Education

المؤلفون: Marah Sutherland, Cayla Lussier, Gena Nelson, Marissa Pilger Suhr, Janice Fong, Jessica Turtura, Ben Clarke

مصطلحات موضوعية: Special Education and Disability, works clearinghouse standards, occurring mathematics instruction, div >< p, monitoring component (<, examined specific self, 787 students ), unpack definitions, studies needed, students observing, school setting, quasiexperimental design, n <, monitoring procedures, methodological quality, k <, instructional support, instructional contexts, future research, findings suggest, embedded self, behaviors ), assessed using, 22 studies

العلاقة: https://figshare.com/articles/journal_contribution/sj-docx-1-ecx-10_1177_00144029241230322_-_Supplemental_material_for_A_Quantitative_Systematic_Literature_Review_of_Self-Monitoring_Components_Within_Mathematics_Instruction_and_Intervention/25375615Test

الإتاحة: https://doi.org/10.25384/sage.25375615.v1Test