Self–Regulation and Mathematics Instruction

By M. Montague. 2007

136 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f64fa137cc622829d2f2d73abd8912cece135829

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Citations in the corpus

Inclusion Versus Specialized Intervention for Very-Low-Performing Students (2015, background): “…verylow-performing students, such as students with LD, often display attention, motivation, and self-regulation difficulties that may affect learning (e.g., Montague, 2007), we encouraged students to regulate their attention and behavior and to work hard using a systematic reinforcement system.”
The Taxonomy of Intervention Intensity (2016, background): “Many students with severe academic difficulty display attention, motivation, and self-regulation difficulties that affect learning (e.g., Montague, 2007; Schunk & Zimmerman, 2011).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, background): “Similar results have been found in previous research on script effects (Alonso-Tapia & Panadero, 2010; Bannert, 2009; Kostons et al., 2009; Kramarski & Michalsky, 2009, 2010; Montague, 2007) and mixed results on rubrics (Andrade et al., 2009; Jonsson & Svingby, 2007; Schafer et al., 2001).”
Improving At-Risk Learners' Understanding of Fractions (2013, background): “Because AR students often display attention, motivation, and self-regulation difficulties that may affect learning (e.g., Montague, 2007), we encouraged students to regulate their attention/behavior and to work hard.3 Tutors taught students that on-task behavior means listening carefully, working…”
Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math (2016, background): “, meta-cognitive functions to help them understand and be aware of their own thought processes) is important as these students often lack these skills (Montague, 2007).”
A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics (2011, background): “…(see Baker, Gersten, & Lee, 2002; Kroesbergen & Van Luit, 2003; Kunsch, Jiten-dra, & Sood, 2007; Maccini & Hughes, 1997; Maccini et al., 2007; Montague, 2007; Xin & Jitendra, 1999) as well as reference sections of articles that met the search criteria were examined, to identify studies that…”
Supported Self-Explaining during Fraction Intervention. (2015, background): “To address at-risk students’ difficulties with attention, motivation, and self-regulation (Montague, 2007), tutors taught the meaning of on-task behavior and its importance for learning.”
The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “Researchers have found that students with deficits in metacognition can be supported in math word problem solving by building awareness of task demand and providing direct instruction of appropriate word problem-solving strategies (Krawec & Montague, 2012; Montague, 2007).”
Examining How Students With Diverse Abilities Use Diagrams to Solve Mathematics Word Problems (2013, background): “Furthermore, researchers have suggested that the use of diagrams may provide additional advantages in addressing the characteristic learning difficulties that students with LD experience (Jones, Wilson, & Bhojwani, 1998; Montague, 2007; Swanson & Jerman, 2006).”