Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis

Carly Rosenzweig, Jennifer Krawec, Marjorie Montague

Research output: Contribution to journalArticle

48 Citations (Scopus)

Abstract

The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were coded and analyzed to determine frequency of cognitive verbalizations and productive and nonproductive metacognitive verbalizations. Results indicated different patterns of metacognitive activity for ability groups when type of metacognitive verbalization and problem difficulty were considered. Implications for instruction are discussed.

Original languageEnglish
Pages (from-to)508-520
Number of pages13
JournalJournal of Learning Disabilities
Volume44
Issue number6
DOIs
StatePublished - Nov 1 2011
Externally publishedYes

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Learning Disorders
learning disability
Aptitude
Students
student
ability
instruction
Group

Keywords

  • Cognitive processes
  • Math problem solving
  • Metacognition
  • Middle school

ASJC Scopus subject areas

  • Health(social science)
  • Health Professions(all)
  • Education

Cite this

Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving : A think-aloud analysis. / Rosenzweig, Carly; Krawec, Jennifer; Montague, Marjorie.

In: Journal of Learning Disabilities, Vol. 44, No. 6, 01.11.2011, p. 508-520.

Research output: Contribution to journalArticle

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