The purpose of this quantitative systematic literature review was to identify and describe published mathematics studies from 1980 to 2021 that incorporated a self-monitoring component ( k = 22 studies; N = 1,787 students). We examined specific self-monitoring procedures, instructional contexts, implementation variables, and methodological quality. For inclusion, studies needed to (a) include self-monitoring (defined as students observing, evaluating, and/or recording their behaviors), (b) include co-occurring mathematics instruction, (c) include at least one mathematics outcome measure, (d) occur in a school setting, (e) include students in Grades K–12, and (f) utilize a single-case, experimental, or quasiexperimental design. Variables of interest were coded and methodological quality was assessed using What Works Clearinghouse standards. Our findings suggest that students with and without disabilities generally benefit from embedded self-monitoring procedures across mathematical content areas and tiers of instructional support. Future research should further unpack definitions of self-monitoring and related constructs.

中文翻译：

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数学教学和干预中自我监控成分的定量系统文献综述

这项定量系统文献综述的目的是识别和描述 1980 年至 2021 年已发表的包含自我监控成分的数学研究（k = 22 项研究；N = 1,787 名学生）。我们检查了具体的自我监控程序、教学环境、实施变量和方法质量。为了实现包容性，研究需要（a）包括自我监控（定义为学生观察、评估和/或记录他们的行为），（b）包括同时发生的数学教学，（c）包括至少一种数学结果测量， (d) 在学校环境中进行，(e) 包括 K-12 年级的学生，以及 (f) 采用单例、实验或准实验设计。使用 What Works Clearinghouse 标准对感兴趣的变量进行编码并评估方法质量。我们的研究结果表明，无论残疾还是健康的学生通常都受益于跨数学内容领域和教学支持层级的嵌入式自我监控程序。未来的研究应该进一步阐明自我监控和相关结构的定义。